Fairfield Community Primary School

Fairfield Community Primary School

Address: Cheshire Drive, South Wigston, Wigston, Leicestershire, LE18 4WA Unique reference number (URN): 137933

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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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Achievement Expected standard

Most pupils make secure progress from their starting points, including those who face additional barriers to their learning. Over time, pupils' outcomes in national tests for reading, writing and mathematics are close to national averages. Leaders recognise where improvements are needed and have taken appropriate steps to address these, for example through work to strengthen pupils' achievement in reading and in securing their multiplication facts.

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Achievement Expected standard

Leaders place a strong emphasis on ensuring that pupils gain the essential knowledge and skills they need. Their focus on improving handwriting is beginning to have a positive impact, although this is not yet fully consistent across pupils' writing in different subjects.

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Achievement Expected standard

Pupils are supported well to learn to read and typically progress securely through the curriculum. They demonstrate their understanding across a range of subjects and use subject ‑ specific vocabulary with confidence. For example, pupils explain their ideas about migration accurately using appropriate terminology. However, some pupils do not consistently recall prior learning, which limits how confidently they build on previous knowledge. Overall, pupils are generally well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Leaders communicate the importance of good attendance clearly to parents and carers. They monitor attendance closely and understand the reasons behind pupils' absences. Leaders work with families and external professionals to support pupils whose attendance needs to improve. Despite this, attendance for some pupils, particularly those who are disadvantaged, remains too low. Leaders should continue to work closely with families to improve the attendance of these pupils.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils' behaviour, which staff model consistently well. As a result, leaders have secured improvements in pupils' conduct over time. Leaders understand where further work is needed to ensure that all pupils consistently make positive behaviour choices independently. Pupils typically behave well and show positive attitudes to learning. They say that staff apply behaviour expectations fairly and consistently. Pupils understand how strategies such as the use of calm zones help them regulate their behaviour. Systems such as the 'aims and values passport' help celebrate and reinforce pupils' positive attitudes, good manners and respectful behaviour.

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Attendance and behaviour Expected standard

Leaders have created a culture in which bullying and unkindness are not tolerated. When rare incidents of discriminatory behaviour occur, leaders respond in a fair and sensitive manner.

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Curriculum and teaching Expected standard

The school has a well ‑ sequenced curriculum that sets out the important knowledge and skills pupils need to succeed. Leaders have identified appropriate areas for improvement and acted on these. For example, they have refined approaches to teaching reading so that pupils develop stronger fluency and understanding. They have also renewed their focus on ensuring that pupils secure their multiplication facts.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge. They model new concepts clearly and teach subject ‑ specific vocabulary effectively. For example, children in Reception confidently use the term ‘subitising’ when recognising quantities. Teachers typically use targeted questioning to probe pupils' understanding. However, not all opportunities to check understanding are used fully, which means that misconceptions are not always identified and addressed swiftly. The depth and frequency of mathematical reasoning activities also vary across the school.

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Curriculum and teaching Expected standard

Leaders support teachers to create carefully designed learning that meets pupils' needs successfully. Teachers adapt learning well and provide a range of strategies and targeted support so that all pupils, including those with special educational needs and/or disabilities and those facing other barriers, can access the curriculum.

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Early years Expected standard

Leaders are ambitious for all children in the early years. They have designed a carefully sequenced curriculum that identifies the key knowledge and skills children need across all areas of learning. Staff teach this well so that children build their understanding securely over time.

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Early years Expected standard

Leaders place a strong focus on developing children's communication and language. Interactions between adults and children are often high quality and support language development effectively. For example, staff model new vocabulary clearly and encourage children to use it confidently in their play and conversations.

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Early years Expected standard

Children benefit from well ‑ structured phonics teaching, giving them a secure start with early reading. Those who need extra practice are identified quickly and receive targeted support to help them keep up. Staff foster a love of reading from the earliest stages. Children in Nursery listen attentively to stories and join in enthusiastically with repeated phrases and animal sounds.

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Early years Expected standard

Children experience warm, positive relationships with staff. They are safe, settled and happy. Well ‑ established routines promote independence and ensure calm, purposeful learning environments.

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Early years Expected standard

Staff work closely with parents and carers to ensure that children's needs are met, particularly for those who may face barriers to learning or wellbeing. Children make good progress from their starting points and are well prepared for the next stage of their education.

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Inclusion Expected standard

Leaders have secure oversight of inclusion and a detailed understanding of individual pupils and their needs. They use clear and systematic processes to identify pupils who face barriers to learning or wellbeing. As a result, timely and well ‑ matched support is put in place for those who need it.

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Inclusion Expected standard

Leaders prioritise building positive relationships with families so that they can work together to support pupils. Parents spoke highly of the guidance and care their children receive.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are supported effectively through a step ‑ by ‑ step process that checks what each child needs, provides support, and reviews how well it is working. Staff benefit from appropriate training and guidance, including input from external professionals, which strengthens their ability to meet pupils' needs. Targets for pupils with SEND are precisely tailored to individual needs. The support provided typically enables these pupils to access learning successfully alongside their peers.

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Inclusion Expected standard

Leaders have a clear understanding of the challenges faced by disadvantaged pupils and have implemented a focused plan to address these, for example by helping pupils develop their speaking and communication skills. This work is showing positive impact. Leaders continue to prioritise improving attendance for disadvantaged pupils, recognising the significant effect this has on their progress and outcomes.

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Leadership and governance Expected standard

New leaders have quickly identified the right priorities to secure the best possible outcomes and experiences for pupils. They have detailed knowledge of the school and are ambitious for pupils. Leaders make decisions in pupils' best interests.

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Leadership and governance Expected standard

Leaders have established systems and processes to support pupils with special educational needs and/or disabilities and those who face barriers to their learning. They are taking appropriate action to drive improvement. However, these actions have not yet led to consistently strong standards across all areas of the school's work.

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Leadership and governance Expected standard

The trust and those responsible for governance have detailed knowledge of the school. They understand the school's strengths and where further improvement is needed. They enact their roles effectively and provide appropriate challenge and support to school leaders.

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Leadership and governance Expected standard

Staff report that leaders are considerate of their workload and wellbeing, particularly when implementing new initiatives. Staff describe a culture of care where leaders regularly check wellbeing and workload and offer appropriate support. Staff feel valued and supported by leaders.

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Leadership and governance Expected standard

The trust and school leaders provide a structured programme of professional learning and bespoke support to enable staff to fulfil their roles effectively. Parents and carers are overwhelmingly positive about the school and the education, opportunities and support it provides for their children. They value the family feel of the school and describe it as being at the heart of the community. Parents recognise and appreciate the ambition the new headteacher has for pupils.

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Personal development and wellbeing Expected standard

Leaders have carefully planned a well ‑ structured personal development offer that reflects the needs of pupils. The personal, social, health and economic education programme is thoughtfully sequenced and adapted so that it supports pupils effectively. As a result, pupils experience a broad and varied personal development curriculum that prepares them well for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils respect difference and understand that discrimination is wrong. They can discuss and debate ideas in a considered and thoughtful way. For example, older pupils articulate respectful views when reflecting on topics such as the ordination of women priests. Pupils have a secure understanding of fundamental British values and can explain how these link closely with their school values.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe, including when online. They understand how to maintain positive physical and mental health, and younger children can explain clearly why certain foods are good for them. The school provides effective pastoral support. Pupils learn how to recognise, understand and manage their emotions and know who they can talk to if they are worried. Those who need additional support benefit from access to a trained counsellor.

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Personal development and wellbeing Expected standard

Pupils enjoy a wide range of opportunities to develop their interests and talents. Many take part in musical activities, such as violin, guitar, djembe and ukulele tuition. They value the opportunities available to them, including a range of sports and leadership roles, such as acting as reading and sports ambassadors. Older pupils also take on wider responsibilities, including mental health and wellbeing ambassador roles. Leaders ensure that all pupils can take part in opportunities beyond the curriculum. They track participation carefully and promote engagement so that disadvantaged pupils are supported to broaden their experiences. Leaders remain ambitious to enrich and extend this provision even further.

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

Pupils are happy at Fairfield Community Primary School. They benefit from its welcoming and inclusive culture, which is firmly rooted in the school's values of resilience, empathy and respect. Pupils describe school as a positive and supportive place where they feel safe, valued and motivated to learn.

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

Pupils come into school eagerly and are greeted warmly by staff. Clearly established morning routines and expectations ensure that pupils have a calm and purposeful start to the day. Pupils are enthusiastic when talking about their learning. For example, they enjoy carrying out experiments in science and are keen to share stories from different faiths. They demonstrate positive engagement in lessons and generally take pride in their work. Pupils generally achieve well across the curriculum, including pupils with special educational needs and/or disabilities and those who face other barriers to their learning.

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

Children in the early years quickly learn the school's routines and demonstrate growing independence and positive attitudes to learning. Pupils benefit from respectful and caring relationships with staff. They identify multiple adults they can turn to if they are worried or need support. Pupils say that bullying rarely happens, and they are confident that any concerns would be taken seriously. Most pupils attend school regularly. Leaders are aware that, for some pupils, attendance needs to improve further.

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

Pupils enjoy playtimes and cooperate well with others. They describe positive friendships. Pupils demonstrate respect and empathy for others. They understand that discrimination is wrong and can discuss this in an age ‑ appropriate way. Leaders and staff prioritise pupils' wellbeing, and pupils benefit from well ‑ considered pastoral support.

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

Pupils value the interesting experiences and extra ‑ curricular activities the school provides for them, for example laser tag. They benefit from a wide range of opportunities to play competitive sport and are proud of their many successes.

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Next steps

• Leaders should further improve attendance by working closely with families and providing targeted support for pupils, particularly those who are disadvantaged, so that they can access the full curriculum and achieve well. • Leaders should address inconsistencies in teaching and strengthen pupils' foundational skills in handwriting and spelling. They should ensure that pupils have regular opportunities to apply these skills in writing across the curriculum so that they make strong progress.

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About this inspection

This school is part of Symphony Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tim Sutcliffe, and overseen by a board of trustees, chaired by Nigel Harrison.

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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, the nominee, other school leaders and staff during the inspection.

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About this inspection

The lead inspector held meetings with trust leaders, including the CEO. The lead inspector also met with the chair of the board of trustees and the chair of the local governing body.

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About this inspection

Inspectors spoke with groups of pupils to discuss their learning and their views of the school.

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About this inspection

Inspectors gathered parents' views by talking with them and through considering responses to Ofsted Parent View.

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Lead inspector:

Damienne Clarke, His Majesty's Inspector

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Team inspectors:

Debonair Brown, Ofsted Inspector George Huthart, 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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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 inspectors confirmed the following information about the school:

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What does this mean?

The school does not currently make use of alternative provision.

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What does this mean?

Since the previous inspection, a new headteacher has commenced his role.

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What does this mean?

Headteacher: Tom Keene 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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average

2023/24 (final) 62% 61% Close to average

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average

2022/23 (final) 66% 60% Close to average

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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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average

2023/24 (final) 69% 74% Close to average

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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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average

2024/25 (revised) 77% 72% Close to average

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average

2022/23 (final) 78% 71% Close to average

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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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average

2024/25 (revised) 71% 74% Close to average

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average

2022/23 (final) 75% 73% Close to average

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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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average

2024/25 (revised) 44% 47% Close to average

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 38% 44% Close to average

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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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average

2024/25 (revised) 67% 63% Close to average

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average

2023/24 (final) 63% 62% Close to average

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average

2022/23 (final) 50% 60% Close to average

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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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average

2024/25 (revised) 67% 59% Close to average

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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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average

2024/25 (revised) 56% 61% Close to average

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average

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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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 term) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 5.9% 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 term) 16.5% 13.3% Close to average

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national average

2022/23 (3 term) 16.9% 16.2% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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