Fair Furlong Primary School

Inspection of Fair Furlong Primary School Vowell Close, Withywood, Bristol BS13 9HS

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Inspection dates: 14 and 15 January 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since June 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 14 and 15 January 2025

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What is it like to attend this school?

Pupils enjoy attending this caring and inclusive school. Staff welcome all members of the school community each morning with a smile. They know pupils and their families well. Staff foster positive relationships with pupils. This helps pupils to feel safe and happy.

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What is it like to attend this school?

Staff have high expectations of all pupils. Pupils respond positively to this. Improvements to the curriculum support pupils to achieve well. Children in the early years get off to a good start. Thorough transition arrangements into the Nursery Year help children to settle quickly and learn the routines well.

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What is it like to attend this school?

Pupils behave well in classrooms and outdoors. They move around the school with care. Pupils of all ages play happily together. This makes social times enjoyable.

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What is it like to attend this school?

Pupils enjoy the opportunities the school provides to develop their interests and talents. The wide range of extra-curricular clubs include sensory, gardening and football. Visitors to the school inspire pupils, such as a BMX rider and gymnast. Pupils enjoy the trips the school organises. These include residentials, theatre trips and visits to local landmarks that support pupils’ learning. The school choir’s visit to the local residential home was enjoyed by residents. This helps to widen pupils’ horizons and enrich their experiences beyond the school gate.

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What does the school do well and what does it need to do better?

The school is aspirational for all pupils. Recently, the school has brought about improvements to the curriculum design. In subjects where published outcomes are below the national average, the school has taken effective action to strengthen the curriculum. Therefore, the current standard of education is not reflected in the school’s published outcomes in 2024.

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What does the school do well and what does it need to do better?

The school is steadfast in the way it serves families in its community. There is a high proportion of pupils with special educational needs and/or disabilities (SEND) in the school. These pupils have their needs accurately identified and they achieve well.

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What does the school do well and what does it need to do better?

The school has established an effective approach to evaluate the impact of its actions. In many areas, this information is used well to further improve the quality of education that pupils receive. However, at times, the school does not use this information as well as it could. For example, the school does not yet have an accurate understanding of how well some subject curriculums are implemented. This prevents the school from fully understanding what is working well and addressing any shortcomings that may exist.

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What does the school do well and what does it need to do better?

The school is committed to creating a positive reading culture. As soon as children start in early years, they enjoy stories and learn to sing rhymes such as ‘Old MacDonald’. When children join the Reception Year, they learn to read letters and sounds. Adults model accurate pronunciation and letter formation. This supports children to segment and build 14 and 15 January 2025

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words using the sounds they know. Staff quickly identify pupils at risk of falling behind. Pupils receive the support they need to catch up quickly.

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Teachers have secure subject knowledge. They explain new content and important vocabulary accurately. Pupils develop their understanding well. They can apply their learning in different situations. For example, in mathematics, children in the early years learn to count in ones and use this to check the number of feet on the animals in the small world farm. Older pupils use their knowledge of multiplication tables to find factors of numbers when they simplify fractions.

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In some wider curriculum subjects, the checks the school makes on how well pupils learn and remember the curriculum are not as effective as they could be. Some pupils have gaps in their knowledge and subsequent learning is not adapted well enough. At times, this prevents pupils from building knowledge as securely as they could.

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The school has recently taken robust action to improve pupils’ attendance. It works closely with families to understand any barriers and to agree a plan to overcome them. While it is still early days, this approach is beginning to have a positive impact. For example, there has been a reduction in the number of pupils who are persistently absent.

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Classrooms are purposeful and calm. Pupils are keen to learn and contribute to class discussions. Some pupils who struggle to manage their behaviour are supported effectively by adults. This means that pupils can learn without interruption.

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There is a strong personal development offer. The school responds to local significant events with intelligence and sensitivity. The strong emphasis on fundamental British values is integral to the school’s curriculum. Pupils learn about refugees and about the importance of celebrating cultural diversity. The school’s values teach pupils to respect others and challenge stereotypes. The personal, social and health education curriculum teaches pupils about healthy relationships.

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Governors have an accurate view of the school’s strengths and areas to develop further. They provide a balance of challenge and support. Staff overwhelmingly appreciate the support they get to manage their own workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not know what impact the intended curriculum is having in some subjects. As a result, it is unclear how well pupils build their knowledge. The school 14 and 15 January 2025

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should ensure that it has accurate information about how effectively the curriculum is taught and how well pupils learn.  In some subjects, assessment is not used well enough. As a result, some pupils have gaps in their learning and do not build their knowledge as well as they could over time. The school should ensure that there are effective assessment strategies to check on what pupils know and can do, so that they are well prepared for their next stage.

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How can I feed back my views?

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.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 January 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 23 and 24 June 2015, under section 5 of the Education Act 2005

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Information about this school

 The headteacher took up the substantive post in May 2022.  The inclusion leaders took up their posts in January 2025.  The school has a nursery for three- and four-year olds.  The school provides a breakfast club for pupils who attend the school.  The school uses one unregistered alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 14 and 15 January 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects; early reading, mathematics, physical education and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  Inspectors spoke with school leaders, governors and representatives from the local authority.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

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extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, inspectors spoke to pupils to discuss their views about the school.  Inspectors considered responses to Ofsted’s online survey for parents, Ofsted Parent View, including the free-text responses. They also looked at responses to Ofsted’s online staff and pupil surveys.

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Inspection team

Wendy D’Arcy, lead inspector His Majesty’s Inspector

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Inspection team

Teresa Hill Ofsted Inspector 14 and 15 January 2025

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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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