Old Fletton Primary School

Old Fletton Primary School

Address: London Road, PE2 9DR Unique reference number (URN): 110683

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Pupils’ attendance has continued to improve swiftly over time and is now very high. Leaders are extremely thorough in how they check pupil attendance. Their laser-sharp focus means that if a pupil’s attendance begins to drop slightly, they step in early to get things back on track. As a result, pupils miss very little school. All staff share leaders’ high expectations around attendance. Consequently, pupils and their families know how important it is to be in school on time and attend regularly - and they do.

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Attendance and behaviour Strong standard

Pupils pay close attention in class and consistently display highly positive attitudes towards their learning. This creates an environment that is highly conducive to learning. The small number of pupils who need support in managing their behaviour receive expert guidance. Playtimes and lunchtimes are full of chatting and smiles. Whether discussing favourite crisp flavours, running off steam in the playground, or using the range of equipment, pupils do so alongside their friends. There is harmony in how they get on with one another. This leads to a school environment that is calm, safe and sprinkled with fun. Staff implement leaders' clear expectations around behaviour. If a case of bullying rears its head, staff tackle this effectively.

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Personal development and wellbeing Strong standard

Leaders have established a well-constructed personal development programme for all pupils. The culture of inclusion sits at the heart of the programme, and leaders have made conscious, deliberate decisions to ensure that every child has a rich diet of opportunities.

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Personal development and wellbeing Strong standard

Pupils develop into well-rounded citizens as a result of the range of opportunities and learning they receive about life in and beyond the local community. They benefit greatly from a broad personal, social, and health education (PSHE) curriculum, which helps them develop as young people. They talk confidently and with maturity about topics such as growing up and the changes they will see and feel in their own bodies and minds. This includes disadvantaged pupils and those with specific special educational needs and/or disabilities, such as autism, who access the school's dedicated 'Nest provision' and have a bespoke PSHE curriculum to meet their individual needs. Staff ensure that pupils understand the risks they will face in life as they grow older in a highly age-appropriate manner. As a result, pupils have a secure grounding in how to stay safe offline and online, for example. They know how to spot a potential scam, how to respond to inappropriate

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Personal development and wellbeing Strong standard

contact online and how to report content that may upset or worry them.

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Personal development and wellbeing Strong standard

Additional pastoral support is swiftly and effectively established for pupils who need further assistance, for example, those who are young carers. This is highly beneficial and tailored to help pupils manage their emotions and wellbeing.

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Personal development and wellbeing Strong standard

Pupils are highly respectful of difference and speak with clarity about why they should understand and respect those who have different beliefs or come from different cultures. Celebrating the range of languages spoken in school widens pupils’ awareness of the wider world, while the chance to be a ‘class representative’ provides pupils with a voice to demonstrate that they are heard, respected and that their opinions matter. These

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Expected standard

opportunities help pupils to be well prepared for life in modern Britain. Their clear moral compass ensures they know right from wrong and act accordingly.

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Achievement Expected standard

Pupils learn and achieve well. They progress through the curriculum effectively, remembering much of what they have been taught. Older pupils draw on their prior knowledge and vocabulary, in subjects such as geography and history, to help them understand and explain features of landscapes, for example.

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Achievement Expected standard

Younger pupils secure their knowledge of phonics, mathematics and writing skills to support them as they move through the school. Pupils with special educational needs and/or disabilities learn well from their varied starting points. They also develop the important knowledge and skills they need to be ready for the next stage of their education. Disadvantaged pupils learn well as they move through the school.

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Achievement Expected standard

By the end of key stage 2, pupils typically attain close to other pupils nationally. Over time, the proportion of Year 6 pupils attaining higher standards in reading, writing, and mathematics has steadily improved. Leaders know there is more work to do to ensure pupils’ achievement is reflected in above-average outcomes in national tests.

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Curriculum and teaching Expected standard

Leaders have implemented a coherent and ambitious curriculum, which is making a positive difference to pupils’ learning. Teachers teach the youngest pupils to read well because staff have strong subject knowledge and there is great consistency in the delivery of the school's chosen approach. As a result, most pupils develop secure foundations in reading, which supports their wider learning. Those who need a little more help with learning to read benefit from regular support to help them catch up.

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Curriculum and teaching Expected standard

Similarly, the school’s careful and systematic approach to developing the teaching of mathematics is paying dividends. As a result of teachers’ secure subject knowledge, careful and accurate explanations and opportunities for pupils to use and apply their knowledge, pupils learn well. Teachers make regular checks to ensure pupils remember important knowledge.

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Curriculum and teaching Expected standard

Teachers receive effective training to help them teach well and have secure subject knowledge. They implement the school’s shared understanding of what makes effective teaching in subjects across the curriculum. This includes using well-tailored adaptations to ensure pupils with special educational needs and/or disabilities learn well.

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Curriculum and teaching Expected standard

While pupils benefit from effective teaching, there remains more to do to ensure that highly effective teaching is consistent across all subjects and year groups. Leaders know this and are taking the right actions to continue to bring about further improvement in the quality of the curriculum and teaching.

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Early years Expected standard

Children settle well in the Reception and Nursery classes. They learn the routines of the classroom, and this is seen in the way they share, take turns and work together. They enjoy the warm and caring interactions they have with staff. Not only do these interactions help children feel well cared for and safe, but they also ensure that children develop the important vocabulary and language they need to be successful. As children find their feet in the Reception class, they quickly develop their own independence. They look after equipment and their classroom with pride. Children become increasingly resilient when faced with challenges in their learning or play. The school works in close partnership with parents and carers, resulting in effective relationships between the two.

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Early years Expected standard

Children learn to read well. Stories, rhymes, and poems are in abundance, and the skilfully taught phonics programme helps children prepare for Year 1 as confident readers. Over time, the majority of children leave the Reception classes ready for Year 1 in all areas. While this is the case, leaders know that further refinement is needed in the early years provision to increase even more the proportion of children who are fully prepared for Year 1 through ensuring children benefit from consistently high-quality teaching.

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Inclusion Expected standard

There is a well-established culture of inclusion across the school. Pupils' individual needs are quickly identified and addressed. Staff understand the barriers faced by their pupils and work skilfully to reduce these barriers effectively.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) benefit from careful, well- considered adaptations to their provision. This is because staff receive high-quality training, including from external professionals, to help them provide the right support and interventions. Leaders keep a close eye on how well pupils with SEND are learning and are ready to make changes to provision if this is in the best interests of a pupil. Pupils with specific SEND, such as autism, receive high-quality support through the school's dedicated 'Nest provision'. Their academic and care needs are very well catered for. Skilled staff ensure that these pupils are fully included in the wider life of the school.

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Inclusion Expected standard

Leaders use alternative provision extremely well to support pupils who need further help in managing their behaviour and emotions. This, coupled with in-school provision, leads to significant improvements in these pupils' educational experience.

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Inclusion Expected standard

Disadvantaged pupils receive full access to the curriculum and extra-curricular opportunities. Targeted support and specific interventions help to address each pupil’s individual needs. This is because staff keep the needs of disadvantaged pupils high on their agenda. Leaders monitor the impact of pupil premium funding with precision.

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Leadership and governance Expected standard

Leaders have a sharp and accurate understanding of the school’s context, what is working well and where aspects need further refinement. They have an in-depth understanding of school improvement and take the right actions, in the right order, at the right time. For example, the improvements in the quality of mathematics teaching, and in turn how well pupils learn, have been rolled out in a way that ensures changes and improvements will last. This means staff practice is established and embedded before further changes are made. This is one facet of the well-developed professional learning that staff receive to help them keep their practice sharp.

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Leadership and governance Expected standard

The best interests of pupils sit at the front and centre of all that leaders do. This leads to a wholly inclusive school, which enables pupils and staff to succeed in what they do.

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Leadership and governance Expected standard

Leaders take great care of staff. Their wellbeing and workload are carefully considered when leaders make changes in school. This culture leads to staff being fully on board to drive further improvements in the school. Staff model leaders’ high expectations in their day-to- day work.

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Leadership and governance Expected standard

Governors carry out their statutory duties effectively. They remain strategic in their work, keeping a close eye on what is going well and what needs further improvement. While they provide effective support for leaders, they do not shy away from asking challenging questions to ensure the school continues to go from strength to strength.

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What it's like to be a pupil at this school

Pupils are extremely well cared for in school. Staff know the needs of individual pupils well, resulting in each pupil being valued as an individual. Pupils celebrate their unique differences with pride. Whether these are differences in languages spoken, religion, or other characteristics, pupils delight in learning more about one another. Those who speak English as an additional language are keen to teach their peers and adults useful phrases, for example by setting up and leading a ‘Polish club’.

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What it's like to be a pupil at this school

The high-quality pastoral support is not at the expense of learning, which is at the heart of the school. Pupils achieve well and enjoy their lessons. This is evident in the way they keenly offer and share their ideas in class. Pupils’ individual barriers to learning and/or wellbeing are effectively reduced. For example, pupils who are young carers are carefully and sensitively supported. This support helps them manage the additional responsibilities they face.

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What it's like to be a pupil at this school

Warm and caring relationships between pupils and staff mean that pupils are safe in school and feel they belong as part of the whole-school community. Bullying is rare and quickly dealt with should it occur. Classrooms are calm and welcoming places. Pupils can concentrate in lessons because they, and their peers, behave well. Pupils listen carefully to their teachers and to one another, trying hard in each lesson.

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What it's like to be a pupil at this school

Attendance is high, especially for disadvantaged pupils and for a small number of pupils who, in the past, missed too much school. Leaders’ highly effective work with pupils and their families has paid off.

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What it's like to be a pupil at this school

Pupils delight in the responsibilities they have in school. Whether sharing their views as a ‘class representative’, representing the school in sporting or musical events, or being part of the 'environment team', pupils benefit from the range of opportunities on offer. These play a part in helping pupils become well-rounded young people when they leave the school at the end of Year 6.

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Next steps

• Leaders should continue to fully embed highly effective teaching across all subjects in the curriculum. • Leaders should continue to further improve provision in the early years, ensuring children benefit from consistently high quality teaching, to enable a greater proportion of children to reach a good level of development by the end of the Reception year. • Leaders should continue their work in ensuring pupils’ achievement is reflected in above- average outcomes in national tests.

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Team inspectors:

James Adkins, Ofsted Inspector Peter Hynes, Ofsted Inspector Michael Thomas, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

The chair of the board of governors in this school is Rachel Whitehouse-Jones.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, staff with leadership responsibilities, members of the governing board and a wide range of school staff during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of one unregistered alternative provision.

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About this inspection

The school also, under the same registration, runs a nursery provision for up to 26 children aged 3 and 4 years old.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 terms) 5.4% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 terms) 13.9% 13.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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