Fulford Primary School

Fulford Primary School

Address: Fulford Road, Fulford, Fulford Primary School, Stoke-on-Trent, Staffordshire, ST11 9QT Unique reference number (URN): 124085

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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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Personal development and wellbeing Strong standard

Leaders have designed an effective programme of personal development. It reflects the needs of pupils and the community the school serves. It is a strength of the school. This programme has a significant and positive impact on the pupils’ experiences. The work leaders have completed around acceptance and belonging has broadened pupils’ knowledge of diversity in modern Britain. For example, pupils learn British Sign Language to gain an understanding of people with hearing impairments. As a result, pupils develop a secure understanding of fundamental British values. Carefully planned assemblies help to embed this. They include a range of visitors from different backgrounds. This helps pupils to develop tolerance and respect.

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Personal development and wellbeing Strong standard

Leaders ensure that all pupils, including those who are disadvantaged, have access to a wide range of experiences, sports and cultural opportunities. Pupils participate fully in extensive enrichment activities through the ‘Fulford Promise.’ These experiences include careers fayres, colour runs, theatre trips and performing in productions. These help pupils to develop confidence and resilience.

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Personal development and wellbeing Strong standard

Leaders ensure that the personal, social, economic and health education curriculum equips pupils with the knowledge and confidence to make informed choices about health and relationships. Pupils know how to keep safe, both on and offline. Leaders track and refine the programme to anticipate pupils’ needs. A highly effective pastoral offer supports this. Leaders precisely match this to pupils' needs. For example, supporting bereaved pupils with the addition of ‘loved and lost’ work.

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Personal development and wellbeing Strong standard

Leaders ensure that they pupils understand their place in their local community. They do this through local history walks and topics and fundraise for local charities through sponsored 'welly walks'. Pupils contribute positively to the school and the wider community. They are very well prepared for life beyond the school gates.

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Achievement Expected standard

By the time pupils leave Year 6, their achievement in reading and mathematics is above the national average. Outcomes in writing are less positive. However, the actions taken by leaders to address this are having a positive impact. Disadvantaged pupils, and those with special educational needs and/or disabilities (SEND), make good progress from their starting points. Pupils are well prepared for their next stage of education.

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Achievement Expected standard

Pupils typically achieve well and make steady progress across the curriculum. Leaders ensure that pupils with SEND receive effective support. This helps them to secure the important knowledge and skills they need. For example, most pupils reach the standard for the phonics screening check in Year 1. However, at times, staff miss opportunities to allow pupils to practise their writing skills across the curriculum. This means that some pupils’ written work is not as good or as well presented as it should be.

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Attendance and behaviour Expected standard

Most pupils attend school regularly and arrive on time each day. Leaders have taken effective action to address the poor attendance of some pupils. Leaders work positively with parents and carers. They provide effective support for pupils, who need help to settle into school in the morning. Leaders track attendance carefully and ensure parents know the importance of regular attendance. As a result, attendance of all pupils continues to improve and persistent absence is low.

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Attendance and behaviour Expected standard

Leaders have created a calm and respectful learning environment, where learning is rarely disrupted. Pupils show positive attitudes to their learning. They share resources and collaborate well in lessons. Pupils feel safe and know that adults will help them resolve friendship issues if they arise. Bullying is rare and effectively dealt with if it happens. At break and lunchtimes, pupils play cooperatively with each other. Older pupils support younger ones well, helping them to become socially confident. Pupils know the rules and expectations. Staff apply the school’s behaviour policy consistently. They use clear rewards and restorative practice. Leaders provide effective pastoral support to those who need it. This helps all pupils to fully participate in all aspects of school life.

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Curriculum and teaching Expected standard

Leaders have designed a clear and coherent curriculum that sets out the knowledge and skills pupils need to learn. There is an emphasis on vocabulary development. High-quality texts support the intended curriculum. Leaders’ recent improvements to the writing curriculum are having a positive impact on pupil outcomes.

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Curriculum and teaching Expected standard

Teaching and support are typically well matched to pupils’ needs. Teachers generally use appropriate resources and scaffolding in their lessons. This helps pupils to keep up in their learning. It enables pupils, including those with special educational needs and/or disabilities, to access the curriculum alongside their peers. Teachers use ongoing checks on pupils’ learning effectively. They ensure that new learning builds on prior knowledge.

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Curriculum and teaching Expected standard

Teachers present information clearly to pupils. They have secure subject knowledge and use questioning effectively to support pupils’ thinking. Tasks are well matched to pupils’ needs and ability in mathematics, reading and writing. This is because leaders have focused on the core subjects. In the wider curriculum, tasks are not always as ambitious as they could be. This is particularly true in history and geography. As a result, outcomes in the wider curriculum are not consistently high quality. Therefore, some pupils make slower progress than they are capable of.

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Early years Expected standard

Children in the early years make a positive start to their education. Staff have created a warm and caring environment. Established routines help children feel safe and secure. Leaders have ensured their school curriculum begins in the early years. Leaders have identified the key learning across all 7 areas of the early years. Traditional tales and familiar stories underpin this curriculum. Teachers link activities to children’s interests. As a result, children are happy, engaged in their learning and make good progress. Sometimes, leaders do not adapt the provision quickly enough to match children’s abilities. This means some children make slower progress than they could.

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Early years Expected standard

Relationships between adults and children are a strength of the early years provision. There is a sharp focus on communication and language. Interactions are positive and support children to think deeper and question the world around them. These successfully support children’s vocabulary development. Reading is a priority and daily taught phonics sessions support this. When children need extra help, staff generally adapt learning well so that it meets children's individual needs. By the end of reception most children have learned the knowledge and skills they need to be ready for Year 1.

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Inclusion Expected standard

Leaders have established an inclusive culture across the school. Pupils are well known here. Leaders ensure that staff undertake a range of professional learning opportunities to strengthen their knowledge of pupils with special educational needs and/or disabilities. Most recently, this learning has focused on adapting and adjusting pupils’ learning. Consequently, barriers to learning or wellbeing that pupils may face are addressed quickly. As a result, pupils are typically well supported.

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Inclusion Expected standard

Leaders identify additional needs quickly. This enables staff to understand pupils’ individual barriers to learning or wellbeing. There is a robust programme of intervention that supports leaders' assessments. However, leaders do not always analyse the outcomes of interventions precisely enough. This means that sometimes the provision is not adapted to pupils’ changing needs as quickly as it could be.

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Inclusion Expected standard

Leaders form effective relationships with other professionals, including the virtual school. This ensures they receive specialist support and advice for pupils who need it. Parents and carers are fully involved in their child’s provision. This ensures a joined-up approach to meeting pupils’ needs. As part of the school's inclusive offer, leaders use additional funding, such as the pupil premium grant for disadvantaged pupils, carefully.

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Leadership and governance Expected standard

Leaders and governors place pupils at the heart of every decision they make. They have ensured that the school is a place, where everyone belongs and is valued. Everyone at Fulford Primary School works together to develop pupils’ wellbeing and learning experiences. There is a shared commitment to providing pupils with the best possible start to their lives.

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Leadership and governance Expected standard

Leaders and governors accurately identify the school's strengths and areas for improvement. They use this knowledge to prioritise their actions to make sure they make a difference to all their pupils, including those who are disadvantaged or have special educational needs and/or disabilities. Leaders know there is more work to do to sustain the recent improvements in writing so that pupils deepen their learning across the curriculum. Governors understand and carry out their roles well. They provide effective support and challenge to leaders. They are proud to be a part of the school community. Leaders and governors ensure staff benefit from a range of professional learning. This helps them build their expertise. For example, recent training on adaptive strategies has improved classroom practice.

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Leadership and governance Expected standard

Staff feel valued and supported by leaders, who are considerate of their workloads. Parents are positive about the school and the support and care it provides for their children. They appreciate the opportunities to come into school for workshops and performances. Leaders are outward facing and foster positive relationships with external partners. This includes local schools, specialist services and community groups.

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

Pupils love coming to Fulford Primary School. Each day adults, who care for and champion them, welcome them warmly. Pupils have a calm start to the day and quickly settle to their morning activities. Leaders prioritise attendance and punctuality. As a result, pupils attend school well and parents understand the value of regular attendance. Pupils feel safe and have trusted adults they can talk to if they have any worries.

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

Pupils know the school values of friendship, fun, respect and responsibility. They are a part of everyday school life. Pupils focus on their learning and always try their best. They enjoy their lessons, achieve well and have high aspirations for their futures. There is a true sense of belonging that is felt by everyone who attends this school. All pupils take part in all aspects of school life. Pupils actively take on leadership roles. These include school councillors, digital leaders and health and safety officers. Visitors and work with the local community police, helps pupils learn about the wider world and their place within it.

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

Behaviour in school is positive. Pupils are kind and caring towards each other. They treat everyone with respect and courtesy. Staff support those who struggle with their emotions well. Older pupils take on extra responsibilities to be role models. At lunchtimes, they help younger pupils to cut up food, pour drinks and play social games. This helps younger pupils to become more confident and develop their social skills.

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

Pupils enjoy a broad range of enrichment activities that deepen their knowledge of the wider world. For example, faith walks support pupils’ understanding of different religions and cultures. The ‘Fulford Promise’ underpins this and successfully broadens pupils’ horizons through a range of opportunities, including residentials.

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Next steps

Leaders should build on the practice already in place in writing and provide pupils more opportunities to apply these skills across the curriculum.

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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 30 June 2026

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Total pupils

Leaders should continue to develop the wider curriculum, so that tasks are consistently appropriate for all pupils and across all subjects. Leaders should ensure that they use their analysis of inclusion strategies more sharply to inform timely actions and effective support in order to secure sustained improvements for all pupils, but particularly those with special educational needs and/or disabilities.

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About this inspection

The chair of the board of governors in this school is Andy McFarlane.

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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

During the inspection, inspectors spoke with the headteacher, other school leaders and pupils. They also met with representatives from the governing body and the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

At the time of the inspection, there were 90 pupils on roll.

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About this inspection

The school currently uses no alternative provision.

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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.

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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) 55% 62% Close to average

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average

2023/24 (final) 67% 61% 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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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

2023/24 (final) 67% 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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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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 (3 term) 5.2% 5.2% Close to average

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national average

2022/23 (3 term) 6.1% 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

2023/24 (3 term) 15.8% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 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. 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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Urgent improvement

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

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