Falkland Primary School

Inspection of Falkland Primary School Andover Road, Wash Common, Newbury, Berkshire RG14 6NU

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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 Good 29 and 30 April 2025

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What is it like to attend this school?

Pupils say that they ‘feel part of a family’ at Falkland Primary School. They are enthusiastic about attending and enjoy learning. They are proud to be part of the school and share this enthusiastically with visitors. Pupils are respectful, polite and thoughtful to each other. They have strong relationships with the adults in the school and trust them. Pupils know who they can go to if they have a concern. This makes them feel safe.

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What is it like to attend this school?

The school is ambitious for all pupils to achieve well. The precise knowledge that pupils must learn has been identified across the curriculum. Pupils achieve well in national tests at the end of key stage 2, which supports them to be prepared for secondary school.

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What is it like to attend this school?

Pupils take part in a variety of clubs, both during the school day and beyond. These include sports clubs and a well-being club. Pupils benefit from trips which are linked to the curriculum, such as a visit to a local farm. Pupils also get the opportunity to attend residential trips in Years 4, 5 and 6, which they enjoy.

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

The curriculum has been well sequenced in all subjects from the early years through to Year 6. This ensures that all subjects cover the requirements of the national curriculum. Subject leaders take responsibility for their curriculum and support staff to develop expert subject knowledge. The school is currently embedding a new approach to help pupils remember more of what they are taught. Occasionally, this approach is not secure in all subjects. This means that some pupils do not achieve as well.

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

The school has robust processes in place to identify pupils with special educational needs and/or disabilities (SEND). Teachers use the detailed information they receive about these pupils to implement appropriate support in the classroom. Pupils who need extra help with their learning are supported well to catch up. The school has very strong processes in place to support pupils who struggle emotionally. The school reviews pupils’ plans on a regular basis and alters the support they receive appropriately.

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

Reading is a priority in the school. Pupils learn to read from the start of reception. All adults in the school have been trained to deliver the school’s chosen phonics scheme. The school identifies pupils for reading interventions effectively. These interventions help pupils to become more accurate, fluent and confident readers. The sounds pupils know are well matched to the books they read. Pupils from reception through to Year 6 are read to at least once a day. Pupils enjoy reading and the well-resourced library supports them to do so.

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

Behaviour of pupils in the school is strong. The school has high expectations of pupils’ behaviour. When pupils struggle to meet these expectations initially, they work with pastoral staff to support them to regulate their emotions with skilful interventions linked to the need of each pupil. Attendance is high. The school has well-planned processes to ensure that pupils attend school regularly. The school has built strong relationships with 29 and 30 April 2025

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parents and carers. This enables them to understand and overcome challenges with individual pupils’ attendance.

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Children thrive in the early years provision. The resources and environment are used well to support children to explore their learning. These activities allow them to develop their communication and problem-solving skills. Adult-led activities build on structured lessons to enhance children’s understanding. This means that children are well prepared for key stage 1.

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The school has adapted the personal, social and health education curriculum to meet the needs of pupils in the school. Everyone is accepted in the school and difference is celebrated. Pupils know what it means to live in modern Britain and understand the fundamental British values. Pupils school experience is enhanced with well-considered visitors to the school and trips to places of interest.

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Leaders accurately identify the schools’ strengths and areas for development. They take appropriate actions to ensure that the school continues to improve. The governing body challenges school leaders effectively and fulfils all its statutory duties. The school supports teachers’ and support staffs’ professional development. Staff appreciate the school’s consideration of their workload and well-being and are proud to be part of the school. Parents are supportive of the school and recognise the positive impact it is having.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The schools’ pedagogical processes are not embedded consistently well. On occasion, pupils, including some of the most vulnerable, do not achieve as well as they could. The school should ensure that consistent pedagogical approaches support all pupils to achieve well.

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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. 29 and 30 April 2025

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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). 29 and 30 April 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 15 and 16 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school uses one registered 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.

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Information about this inspection

 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. 29 and 30 April 2025

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, English, physical education and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the curriculum in other subjects and sampled pupils’ writing and their work in science and geography.  The lead inspector met with members of the governing body. They held a telephone discussion with a representative of the local authority.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single 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 reviewed a range of the school’s documentation, including school

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improvement plans, minutes of governing body meetings and attendance data.  The inspectors considered the views of parents shared through Ofsted Parent View.  The views of staff were gathered through interviews and discussions conducted throughout the inspection as well as the Ofsted staff survey.  Inspectors gathered pupils’ views throughout the inspection, including through the classroom visits, the Ofsted pupil survey and group discussions as well as at playtime and lunchtime.

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Inspection team

Paul Grundy, lead inspector His Majesty’s Inspector

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Inspection team

Mike Wood Ofsted Inspector 29 and 30 April 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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