Fenstanton Primary School

Fenstanton Primary School

Address: Abbots Park, Tulse Hill, London, SW2 3PW Unique reference number (URN): 100595

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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

Typically, pupils leave Year 6 prepared for the next stage of their education. The picture of their achievement is more positive than it has been for some time. In the past, pupils have not achieved as well as they should. Results were below the national average for several years. In 2025, Year 6 results improved to close to the national average. The work current pupils produce, and their responses in lessons, show that this improvement is sustained across the curriculum, including in subjects such as history and science. Disadvantaged pupils, pupils with special educational needs and/or disabilities and those who speak English as an additional language typically make appropriate progress through the curriculum from their starting points.

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Achievement Expected standard

Pupils build secure foundations in reading. The proportion of pupils meeting the expected standard in the phonics screening check is above the national average. However, pupils' fluency in number is not as secure. Results in the Year 4 multiplication times table check are below the national average.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious, well-sequenced curriculum. Since the last inspection, they have set out clearly the knowledge they want pupils to gain in each subject. Leaders have an accurate understanding of how well the curriculum is working, and they take action where needed. For example, leaders saw that many pupils needed a wider and more precise vocabulary. They introduced changes, and as a result pupils now typically use ambitious vocabulary in discussions and in their learning in different subjects.

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Curriculum and teaching Expected standard

Early reading is taught through a well-structured phonics programme. Staff identify pupils who have fallen behind, and the extra teaching these pupils receive helps them keep pace with their classmates. Training has given staff a secure grasp of the curriculum, which they generally teach well. Pupils regularly revisit and apply what they have previously learned, which supports their recall. They take care over their writing and edit their own work to improve it.

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Curriculum and teaching Expected standard

Staff adapt their teaching for pupils with special educational needs and/or disabilities so that these pupils access the full curriculum. However, although teachers check for understanding, on occasion they do not act as routinely on what these checks tell them. When this happens, teaching moves on to new learning before pupils' knowledge of prior learning is secure.

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Early years Expected standard

Children settle quickly and happily in the early years. Clear, predictable routines help all the children feel secure, and staff know each child and their family well. Leaders work closely with parents and carers to identify any additional needs early, so that children are well supported from the start. Communication and language are at the heart of the curriculum. Many children join the school speaking little or no English, and leaders have rightly made language and vocabulary a priority. Staff do not lower their expectations for these children. Staff model new words, share stories and songs, and give children frequent opportunities to talk to an adult. Typically, children are supported well through warm, purposeful interactions. However, on occasion, staff do not build on what children say to extend their language further. When this happens, children have fewer chances to practise the new words they are learning.

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Early years Expected standard

Developing children's early reading is treated as a key priority by leaders. Phonics is taught well from the start of Reception, with timely support for any child who falls behind. Early mathematics is taught well, too, with a clear focus on number. Children benefit from activities that help them to count confidently and recognise small quantities at a glance. Children develop well personally, socially and emotionally. They take turns, listen to others and generally behave well. Typically, children leave Reception ready for Year 1.

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Inclusion Expected standard

Leaders make inclusion a priority. They get to know each pupil and their family from the moment a pupil joins the school. They work with parents and carers to identify any barriers to learning. Leaders recognise needs promptly and accurately. Where a pupil needs additional support, this is put in place without delay. Leaders regularly review with parents whether this support makes a difference. Leaders take account of pupils' own views. They work closely with the local authority so that vulnerable pupils, including those who are known (or previously known) to children's social care, receive the support they need.

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Inclusion Expected standard

Pupils' needs are typically met well. Pupils who speak English as an additional language are supported to develop their spoken English alongside their classmates. In lessons, teachers adapt their teaching and provide individual help so that pupils with special educational needs and/or disabilities can take a full part. However, sometimes these adaptations are not as sharply tailored to meet individual pupils' needs fully.

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Inclusion Expected standard

Leaders use additional funding effectively to enable disadvantaged pupils to keep up with their peers and to attend the school's outings and visits. These pupils, like others in the school, are typically ready for the next stage of their education.

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Leadership and governance Expected standard

Through a period of uncertainty, leaders have remained committed to making decisions in the best interest of pupils. Leaders are role models who hold high expectations of staff and pupils. They have an accurate view of the school's strengths and what it needs to do next. For example, the changes they have made to the curriculum since the last inspection have had a positive impact on pupils' achievement.

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Leadership and governance Expected standard

Governance has been a source of stability. When the the decision was taken to keep the school open, members of the governing body chose to remain in post, and they give considerably more of their time to the school than would be usual. They have a clear vision for the school. They fulfil their statutory duties. The governing body pays close attention to how resources are used, so that spending decisions work in the best interest of pupils, including those who are disadvantaged and those with special educational needs and/or

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Needs attention

disabilities. Both leaders and the governing body are taking appropriate action to reduce the proportion of pupils who are persistently absent from school, although it is too soon to see its impact.

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Needs attention

Leaders have designed an effective programme of professional development that serves both the school's priorities and the growth of individual staff. Staff are proud to belong to the school's community and are typically positive about the way leaders consider their wellbeing and workload.

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Personal development and wellbeing Expected standard

The impact of the school's work on pupils' personal development is reflected in how pupils conduct themselves. Pupils are courteous and respectful. They have a secure sense of right and wrong, and they treat one another equally. Leaders ensure pastoral support is provided at the right time.

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Personal development and wellbeing Expected standard

Leaders have placed personal development at the centre of school life. The personal, social, health and economic (PSHE) education programme is carefully sequenced from the early years to Year 6. It builds pupils' wellbeing, their understanding of safety and their readiness for secondary school. As a result, pupils understand how to keep themselves safe, including when they are online. Staff adapt their teaching of PSHE thoughtfully. For pupils with the greatest communication needs, they use visual cards and puppets to make key messages, such as those about consent, accessible to all.

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Personal development and wellbeing Expected standard

Pupils have a secure understanding of fundamental British values. They know that parliament makes laws, and they elect their peers to positions of responsibility through a democratic process, writing speeches to stand for the school council. The council has secured real change, including a new art area in the playground. Pupils take on many leadership roles, including play leaders, peers mediators, house captains and lunchtime monitors, and they are proud to do so. An anti-racism focus group planned lessons and events for Black History Month, and pupils have consulted with local councillors about making the community more child-friendly. Pupils support a local food bank. Assemblies celebrate religious festivals and build pupils' knowledge of, and respect for, different faiths.

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Personal development and wellbeing Expected standard

Every pupil takes part in an annual visit to the theatre. Although pupils enjoy a range of clubs, including football, fencing and taekwondo, the overall variety of clubs and experiences is limited and does not fully help them to discover and develop their individual talents and interests.

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Attendance and behaviour Needs attention

Attendance is too low. It has been below the national average over time, and the proportion of pupils who are persistently absent is high. Leaders know their families and the barriers they face well. For a long period, the proposed closure of the school also made it harder to convey to families the importance of regular attendance. In response, leaders have developed a clear strategy with the local authority and the Department for Education. They use a range of approaches, including working closely with families and, where needed, individualised support. This work has not secured the sustained improvement to attendance rates that pupils need.

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Attendance and behaviour Needs attention

Behaviour is a strength. Pupils are respectful towards one another, towards staff and towards visitors. Pupils from different backgrounds make friends easily and play happily together. Clear, well-understood routines help lessons to run smoothly, and pupils respond positively to the school's house point system. In class, pupils generally show positive attitudes to their learning. Pupils feel that they belong at this school. Staff tackle any bullying or discriminatory language straight away, so that the school remains a calm and welcoming place.

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

Pupils have been through a prolonged period of uncertainty. For a time, they understood, along with their families and staff, that the school would close. Pupils found this unsettling, and some of their friends left the school. Now that the school's future is more assured, pupils are benefiting from calm, consistency and the high expectations that staff hold for them. Pupils feel part of a close-knit community.

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

Pupils want to do well. They enjoy a curriculum that has been strengthened in recent years. Pupils talk with growing confidence about what they know across different subjects. Pupils' achievement has not been high enough in the past. Results at the end of Year 6 were below the national average for several years. Last year they improved markedly. Pupils now produce work that is typically in line with what is expected for their age. Younger pupils get off to a positive start in reading and learning their letters and sounds through a well-taught phonics programme.

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

Pupils behave well. They understand staff's expectations. Classrooms are calm places where pupils try their best. Pupils are proud to take on responsibilities, serving as play leaders, peers mediators and house captains, and standing for election to the school council. Pupils trust the school staff. They know if something is worrying, a member of staff will help. Bullying is rare. Pupil leaders work with staff to keep it that way. Pupils are courteous and kind. They look out for each other and are genuinely respectful of difference and diversity. The shared values of kindness, respect, nurture, aspiration and resilience are not only learned but demonstrated in how pupils treat one another. As one pupil put it, typical of many, 'Everyone is welcome at Fenstanton.'

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

For some pupils, regular school attendance is a challenge. Too many pupils miss more school than they should. Leaders and the governing body are working hard to help these pupils and their families so that pupils can attend school every day, because they know that being in school every day will help pupils to thrive.

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Team inspectors:

Russell Bennett, Ofsted Inspector Karen Matthews, Ofsted Inspector

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Next steps

Leaders should embed the changes made to the curriculum and teaching so that improvements in achievement are sustained for all pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders should strengthen their work with families so that attendance improves and fewer pupils are persistently absent.

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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, the special educational needs and disabilities coordinator, staff members, local authority representatives, and governors during the inspection.

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About this inspection

Inspectors spoke to pupils, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Since the last inspection, the school has been through a sustained period of upheaval. The school was due to close, the federation it belonged to was dissolved, and many pupils left the school.

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About this inspection

The school's governing body was formed after the federation was dissolved, to see the school through to closure. The chair of governors is Mr Nick Hiley.

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About this inspection

Children of Nursery and Reception age are taught together in one early years class.

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About this inspection

This school does not currently make use of alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 2 June 2026

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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 6 years. National average: 26.3%

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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 needs support 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

2024/25 (final) 63% 62% 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

2024/25 (final) 80% 75% Close to average

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average

2022/23 (final) 68% 73% 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 (final) 70% 72% Close to average

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average

2023/24 (final) 70% 72% 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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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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average

2023/24 (final) 58% 62% Close to average

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average

2022/23 (final) 65% 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

2023/24 (final) 68% 58% Close to average

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average

2022/23 (final) 49% 58% 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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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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Persistent absence

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

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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

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Urgent improvement

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Urgent improvement

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