Fig Tree Primary School

Inspection of Fig Tree Primary School 30 Bentinck Road, Hyson Green, Nottingham, Nottinghamshire NG7 4AF

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Inspection dates: 19 to 21 November 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils enjoy attending Fig Tree Primary School. They arrive with wide smiles and are keen to get involved in the day ahead. Staff provide them with a warm and friendly welcome. Pupils appreciate the care and support they receive from staff. One pupil said, ‘It feels like a second home here.’ Parents and carers appreciate the individual attention staff give to their children.

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What is it like to attend this school?

The school has a strong vision of high-quality education and achievement for all. Pupils rise to this aspiration. They make good progress through subject curriculums and, as a result, achieve well in the subjects they study.

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What is it like to attend this school?

Pupils benefit from the strong school ethos and its high expectations for their behaviour. Pupils have highly positive attitudes to their education. They are respectful, supportive and considerate of each other and staff. The school’s core values are regularly demonstrated by staff and pupils.

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What is it like to attend this school?

Pupils gain from a range of opportunities that support their personal development. They learn about equality and diversity. They are very respectful of those who may hold different views and beliefs to them. Pupils enjoy a wide range of after-school clubs and the opportunities the school provides to develop their interests and talents.

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better?

The school has ensured that there is a broad and ambitious curriculum in place. Many subject curriculums are organised well. The mathematics curriculum, for example, is delivered in a well-sequenced way. Pupils use their prior learning to build new knowledge and skills. They then use this knowledge to solve increasingly challenging problems and develop their reasoning skills. As a result, pupils get better at mathematics and achieve well. Other subject areas are now matching these same standards. The school has identified the key learning pupils need to know. Pupils practise and build on previous learning. This helps them to know and remember more and acquire new skills across the curriculum.

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better?

Teachers use their good subject knowledge to present information clearly and engage pupils in learning activities. Pupils work hard, with increasing independence, to complete the tasks they are given. Teachers regularly check pupils’ learning to find out what they have remembered. However, they do not always adjust their teaching to ensure that pupils’ knowledge gaps are addressed before moving on to new learning.

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better?

The school undertakes appropriate checks to identify if pupils have additional learning needs. Any pupils who fall behind receive additional teaching, which helps them catch up. 19 to 21 November 2024 Reading is prioritised. Pupils are encouraged to read for pleasure. Those at the early stages of learning to read are supported by a well-structured phonics programme. Reading books closely match the phonics sounds that pupils are learning. Most pupils become confident readers quickly. Occasionally, some staff do not routinely check the accuracy of the sounds pupils use in their phonics sessions. This can slow some pupils’ progress in becoming accurate readers.

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better?

The school sets high standards for pupils’ attitudes to learning. Pupils are diligent and work hard in lessons. They persevere and are highly motivated to achieve. Pupils develop an extensive knowledge of vocabulary and become confident, articulate communicators.

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better?

Pupils are polite and friendly towards each other, the staff and visitors. There is a tangible sense of calm and purposefulness throughout the school. The school engages well with families to support them in ensuring their children’s attendance remains high.

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better?

The school promotes pupils’ personal development through a programme of well- thought-out activities. The personal, social, health and economic education provides opportunities to learn about physical and mental health and age-appropriate relationships and sex education. Pupils are well supported in developing their strength of character. They know about fundamental British values. They are respectful of different cultures and religions. They have many opportunities to reflect on their own beliefs and values. They consider how these values help them to make a positive contribution to society.

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better?

Staff feel well supported. The recent addition of staff to teach the school’s specialist curriculum has had a positive impact on their workload. The school invests in training opportunities for staff. Those new to teaching have appreciated being supported by more experienced teachers.

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better?

Those with responsibility for the school know it well. They understand their statutory duties and have a good understanding of the independent school standards (the standards). They make sure that the school meets all the standards consistently. The premises are well maintained. Risk assessments are accurate and reflect the school’s policy. Policies are up to date and reflect the latest national guidance. The proprietor ensures that the school engages well with the local community. This work, and the oversight of the governors, has contributed to the improvements made to the quality of education pupils receive.

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better?

The school meets the requirements of schedule 10 of the Equality Act 2010. The policies for relationships and sex education, and safeguarding, are available on the school’s website.

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Safeguarding

The arrangements for safeguarding are effective. 19 to 21 November 2024

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(Information for the school and proprietor)

 Teachers do not routinely use their assessment of pupils’ knowledge and understanding, including pupils’ phonics knowledge, to shape what they teach next. Knowledge gaps are not always addressed before pupils are moved on to new learning. These gaps persist for some pupils and hinder their progress through the curriculum. The school should ensure that all teachers know how best to use information from assessment activity to inform teaching that addresses any gaps in pupils’ knowledge, so that the gaps are not allowed to persist.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 19 to 21 November 2024

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School details

Unique reference number 132190 DfE registration number 892/6013

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School details

Inspection number 10342031 Type of school Other Independent School

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School details

Email address office@figtreeprimary.co.uk

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School details

Dates of previous inspection 25 to 27 January 2022 19 to 21 November 2024

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Information about this school

 Fig Tree Primary School is an independent Islamic school.  The school is registered for pupils aged 5 to 11. There is a separate early years provision on the school site, also run by the proprietor, which is inspected separately.  The school does not use any alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, assistant headteacher and the office manager, who make up the senior management of the school. The lead inspector met with the proprietor.  Inspectors carried out deep dives in these subjects: reading; mathematics and history. Inspectors discussed the curriculum with leaders, visited lessons, spoke to teachers, spoke to some pupils about their learning, and looked at a sample of pupils’ work.  Inspectors also considered the curriculum and pupils’ work in science.  Inspectors considered a wide variety of school documents, including the school’s policies and risk assessments.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors took note of parents’ responses on the online survey Ofsted Parent View. Inspectors considered responses to Ofsted’s survey of school staff. Inspectors met with pupils to discuss different aspects of the school’s provision.  Inspectors toured the premises and reviewed the school facilities. 19 to 21 November 2024

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Inspection team

Dave Gilkerson, lead inspector His Majesty’s Inspector

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Inspection team

Janis Warren Ofsted Inspector 19 to 21 November 2024 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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