Fawcett Primary School

Fawcett Primary School

Address: Alpha Terrace, Trumpington, Cambridge, Cambridgeshire, CB2 9FS Unique reference number (URN): 110766

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

The school has worked closely with families, resulting in improved attendance for many. Overall attendance is broadly in line with the national averages. Leaders have identified that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have slightly lower attendance. Staff work in a supportive way to help families get their children into school regularly. They make appropriate and effective adaptations, such as spending more time in the specialist SEND class, or pupils entering at a different entrance, to help those who are anxious. This has resulted in some pupils significantly increasing their attendance and punctuality.

p.2

Attendance and behaviour Expected standard

Typically, pupils behave well. There are clear expectations for behaviour, shared by staff across the school. Pupils are positive about the staff and know who they could talk with if they were worried about something. It is a school where discrimination and/or bullying are not tolerated. Staff deal with any issues promptly and effectively. Pupils work hard and have good attitudes towards learning. Many of them have significantly improved their presentation and pride in their work following the recent focus on basic skills in writing.

p.2

Curriculum and teaching Expected standard

The school shares a curriculum with the federated school. This has been carefully constructed to make the most of the local area. Teachers share resources and planning across the two schools, which enables greater sharing of subject knowledge and expertise.

p.2

Curriculum and teaching Expected standard

Leaders correctly identified that there needed to be a greater emphasis on the teaching of the key basic skills in reading, writing and mathematics. They have put this in place. Early years has a high focus on building towards correct pencil grip, rhymes and early phonics. A new phonics scheme was appropriately introduced in September 2025. Pupils' knowledge of key sounds is rigorously monitored. The high focus on regular reading with staff and the sounds linked to pupils' reading books are enabling pupils to progress well with their early reading. Additional catch up time with staff is provided as needed.

p.2

Curriculum and teaching Expected standard

Staff are well trained. For example, in the use of practical resources in mathematics and the teaching of phonics. All staff have had this training, which supports pupils as they move beyond the earliest stages of learning.

p.2

Curriculum and teaching Expected standard

Work across the curriculum is often supported with prompt sentences and questions to help pupils access the content. There is a high focus on developing new vocabulary, both written and spoken. However, sometimes the supporting scaffolds can limit how some pupils deepen their learning and reasoning to the highest standard.

p.2

Early years Expected standard

Leaders have worked closely with the early years staff, having identified that not enough children were meeting the early learning goals. They have focused on making sure children develop well-rounded early reading, writing and mathematics skills. This means that most Reception Year children are now well on the way to being ready for Year 1. They are confident early readers, with their knowledge of sounds rigorously tracked so that any gaps can be filled.

p.2

Early years Expected standard

In nursery, many children have either poorly developed talking skills, or are new to English. Developing children's vocabulary and spoken English is currently a high priority for the nursery as a result. Leaders have trained all staff in how to deliver high-quality interactions with children. However, sometimes, staff are not yet quite as confident as others in using these strategies. As a result, there are sometimes moments in the times between activities, or when engaging with children's play, where learning could be moved on further.

p.3

Early years Expected standard

The curriculum is well planned and flows sequentially into that of the rest of the school. Early years children are a full part of the school, including accessing the challenging play at lunchtimes. Links with parents and carers are well established, meaning that staff get to know children and their families well, at an early stage.

p.3

Inclusion Expected standard

When pupils start at the school, either in the early years, or midway through the school, staff take time to get to know them and their families well. This helps staff to identify any special educational needs and/or disabilities (SEND) quickly and provide appropriate support. The school has a high focus on making sure that they give pupils the right help. This might include extra resources for improving writing and developing vocabulary. Staff have been well trained in this provision. As a result, most pupils are able to access the same learning as their peers and are progressing suitably.

p.3

Inclusion Expected standard

Leaders have increased the focus on reducing barriers for disadvantaged pupils. Staff are more aware of who these pupils are and are putting in additional help if needed. This is helping these pupils to progress. Leaders have a high focus on checking pupils' progress and achievement. They are aware of the impact of additional interventions financed by extra funding.

p.3

Inclusion Expected standard

The school works closely with the local authority and the virtual school to put in place specialised SEND provision for pupils who require a higher level of support. This is effective at helping pupils stay in school and make progress appropriately from their individual starting points.

p.3

Leadership and governance Expected standard

Leaders know the school well. They have identified the right areas to further improve provision. They have increased the focus on pupils who are disadvantaged, to reduce the gap in achievement between them and their national peers, and those who are non disadvantaged.

p.3

Leadership and governance Expected standard

The school works very closely with the federated school, sharing several key members of staff and a governing body. The governors both challenge and support school leaders appropriately. They are not afraid to make difficult decisions where it is needed. Both governors and school leaders act in the best interest of pupils, making changes to the school as and when needed. Governors get to know the school well and also regularly look to increase their skill set as a group.

p.3

Leadership and governance Expected standard

Staff have additional development time to enable them to grow professionally. They access appropriate professional learning. Early career teachers and others feel well supported, both with workload and wellbeing.

p.4

Leadership and governance Expected standard

Teachers work closely with the parallel federated classes, sharing knowledge and expertise. The schools regularly revisit aspects of their curriculum to make sure they are meeting the needs of pupils, for example increasing the focus on early reading, writing and mathematics skills. They make sure that they are making the most of the many local museums and historic places nearby. They are increasing ways that pupils can represent their school, for example through work with the local sports partnership.

p.4

Personal development and wellbeing Expected standard

There is a firm focus on teaching pupils social skills, cooperation, resilience and conflict resolution. This is a core part of the school's approach to play and regular forest school sessions. Pupils understand and demonstrate these skills in their behaviour. This work starts right from the start of nursery, where children are taught to cooperate and play together well.

p.4

Personal development and wellbeing Expected standard

The school has ensured that the curriculum reflects the wide cultural and home country diversity that is present. As a result, pupils have a deep understanding of equality and how others may need more support than others to succeed. This includes those pupils who are disadvantaged.

p.4

Personal development and wellbeing Expected standard

Pupils have a comprehensive recollection of what they have been taught in their personal, social and health education, plus that in relationships and sex education and health education. They are clear on how to keep themselves safe, for example when online, out and about and in the water. All pupils have regular swimming lessons in key stage 2, including catch-up sessions for Year 6 pupils ahead of leaving the school if they are not yet confident swimmers.

p.4

Personal development and wellbeing Expected standard

Pupils are taught about British values. They show this in their kind behaviour. They understand key concepts, such as respect, well. Pupils are able to share their ideas about how to improve the school through the work of the school council. Pupil leaders in Year 6 have further responsibilities, such as being a house captain.

p.4

Personal development and wellbeing Expected standard

There is effective pastoral support for pupils who need further work on anxiety or social and emotional skills. This helps these pupils to be regular attenders at school.

p.4

Personal development and wellbeing Expected standard

The school has a range of clubs on offer, mainly sports, but also activities like sewing and choir. Pupils go on many school trips, making the most of the local area, such as to the Fitzwilliam Museum or accessing specialist facilities from the university.

p.4

Achievement Needs attention

There is too much of a gap between the achievement of disadvantaged pupils and their national peers, as well as with those who are non-disadvantaged. This is the case for pupils who are in the school over a long time and those who attend the school for a shorter time, which is common. Leaders have increased the focus on provision for disadvantaged pupils. This is having a positive impact, but it is too early to demonstrate secure achievement over time.

p.5

Achievement Needs attention

The proportion of pupils achieving the expected standard in the Year 1 phonics check has risen recently. The new focus on phonics is already resulting in more fluent readers, but again this is not yet embedded in terms of most pupils getting to the expected standard over time. Overall, pupils achieve in line with national averages for attainment by the end of key stage 2, making them ready for the next stage in education. Recently, the school has been successful at getting a significant number of pupils to the higher standards in reading and mathematics.

p.5

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

Pupils are happy and enthusiastic about their learning. They behave well and most attend regularly. Pupils state that bullying is rare and that if it does happen staff will sort it quickly and fairly. This helps them to feel safe. Pupils particularly enjoy their playtimes. The school is fortunate to have an extensive site. Leaders have created many different areas for pupils to play imaginatively and develop their cooperation skills. There are opportunities for den building, dance, craft, painting and much more. Pupils confidently risk assess their creations and know the different rules to keep themselves safe. For example, pupils were really excited to show off old pottery they had recently excavated, but ensured that they left the area safe for others afterwards.

p.5

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

The school has created consistent and effective systems to help pupils access their learning, even when they find it hard. There has been a recent high focus on how to support pupils with special educational needs and/or disabilities and also those who may be disadvantaged. Currently, pupils with SEND are achieving better than previously. However, this is not yet established over time. Many pupils typically leave the school achieving in line with the national averages in reading, writing and mathematics.

p.5

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

Pupils are proud of their school and its sense of community. They enjoy coming together, for example for singing assemblies. The curriculum is broad and regularly enriched by visits to the local area and nearby Cambridge. Pupils develop their confidence, for example using the public bus services to get to school visits. Pupils have a positive understanding of diversity and difference. They are welcoming to new members of their school, who often come from overseas. As a result of this work, pupils are being prepared well for life in modern Britain.

p.5

Team inspectors:

Stephen Cloke, Ofsted Inspector Michele Geddes, Ofsted Inspector

p.6

Next steps

Leaders should ensure that they reduce barriers to learning for disadvantaged pupils so that their achievement is in line or higher than their peers nationally. Leaders should ensure that teachers are skilled in choosing appropriate activities for pupils in the wider curriculum so that more pupils are challenged to achieve highly. Leaders should ensure that early years staff are supported to be confident and skilled in having valuable, high-quality interactions with children, both in play times and between learning, so that children consistently improve their speech, language and vocabulary.

p.6

About this inspection

This school is federated with Trumpington Meadows Primary School. The federation is known as the Trumpington Federation. The governing body is co-chaired by Liz Woodham and Naomi Walker-Pearl. The headteacher of this school and the other school both currently act as part-time co-executive headteachers.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspection activities: Inspectors spoke with school leaders, governors, local authority officers, staff, parents and pupils during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school: The school uses no alternative provision.

p.6

About this inspection

The current headteacher has been in post since September 2024.

p.6

About this inspection

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

p.6

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.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2024/25 (revised) 62% 62% Close to average

p.9

average

2023/24 (final) 55% 61% Close to average

p.9

average

2022/23 (final) 64% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 74% 75% Close to average

p.9

average

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

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (revised) 70% 72% Close to average

p.9

average

2023/24 (final) 68% 72% Close to average

p.9

average

2022/23 (final) 75% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 70% 74% Close to average

p.10

average

2023/24 (final) 68% 73% Close to average

p.10

average

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

p.10

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.

p.10

mathematics

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

p.10

average

2023/24 (final) 42% 46% Close to average

p.10

average

2022/23 (final) 50% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2023/24 (final) 53% 62% Close to average

p.11

national average

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 53% 58% Close to average

p.11

average

2022/23 (final) 55% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 47% 59% Close to average

p.11

average

2022/23 (final) 65% 59% Close to average

p.11

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.

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

national average

2024/25 (2 term) 5.0% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.8% 5.5% Close to average

p.13

national average

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

p.13

Persistent absence

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

p.14

national average

2023/24 (3 term) 15.4% 14.6% Close to average

p.14

national average

2022/23 (3 term) 14.6% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

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 . 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 .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15