Fourfields Community Primary School in Peterborough becomes a Centre of Excellence.
An Increasing Roll
Fourfields Community Primary School is a larger than average primary school with a population of 420 pupils, that serves the village of Yaxley. It is a two-form entry in each year group and has completed phase 1 of an extensive building programme to accommodate this. The Authority has advised that in 2019 the intake in reception may rise to 90. There is capacity within the building to accommodate this however, it may need phase 2 building plans to enable growth into a 3-form entry.
The population of the school is a varied composition drawn from the village’s main housing estate and other residences of Yaxley. Most pupils are White British, and a small minority have other ethnic backgrounds. The percentage of pupils with special educational needs and/or disabilities is above average. There are 85 pupils eligible for pupil premium, 44 (10%) have SEND with 7 pupils on an EHCP, 37 pupils have EAL and this number is increasing, and attendance is currently at 96.7%. The school achieved the Inclusion Quality Mark award in 2014 and was re-assessed in 2017. It had a recent Ofsted short inspection on 9th May 2018 and continues to be rated as good.
Outstanding Inclusive Practices
The reassessment in 2017 judged the school to have outstanding inclusive practices. The vision and leadership of the Headteacher supported by the strong collective strategic drive of the senior leadership team allows Inclusion to be articulated and developed through the implementation of policy. This is evident in the school’s vision of SHINE, Success, Happy, Inspired, Nurtured, Excited. There is shared ownership of support for inclusive practice across the school by all staff. The learning environment allows for a variety of teaching and learning approaches supported by a highly skilled team of teaching assistants who make a significant contribution to pupil attainment and achievement. Pupils feel valued, as individuals and learners and are engaged in their own learning assessment, monitoring and evaluation. There are clear protocols and systems for tracking learners’ on-going progress. The Centre of Excellence assessment confirmed that the school has continued to develop its excellent practices and inclusion agenda.
From the foundations of its values system represented by SHINE all stakeholders including the Headteacher, Senior Leadership Team, Governors, pupils and parents contribute to the inclusion ethos and make sure it continues to grow.
Meeting all Pupils’ Needs
The commitment of the school to meet the needs of all pupils is exemplified by the development of the enquiry based immersive curriculum. Each year group decides on a big question to explore each term. The big question in reception was “What makes me special” in year 4 it was “How do you build an Empire”. All subjects are explored, and teaching delivered through this big question. Staff have been encouraged to challenge pupils and staff training has taken place to challenge appropriately through a greater depth approach. The curriculum gives pupils greater flexibility in how they respond to the curriculum and learn from their peers. Pupils are invited into the planning structure as they help develop the question. Staff will discuss at twilight sessions to set the question and begin the planning process. The delivery is focused on quality first teaching and intervention groups are flexible, mixed ability, in large or small groups or 1:1 if necessary. In addition to the big question there are also identified themed weeks such as anti-bullying, maths and literacy.
Planning, Assessment and Tracking
Within the structure of the new curriculum format planning, assessment and tracking of progress remains good. Ofsted did highlight some concerns regarding the progress made by disadvantaged groups in reading and Maths. However, this is being addressed by a specific priority in the School Improvement plan to “Diminish difference in attainment and progress of the most disadvantaged pupils. This priority has outcomes related to early identification, provision mapping and a bias towards pupil premium. It is support by the development of assessment procedures to identify vulnerable pupils at foundation stage, pupil progress meetings, target setting, book monitoring, lesson observation and data analysis. Provision mapping for all Pupil Premium funding on an individual basis is reviewed termly. The immersive curriculum and greater depth approach also supports this priority.
Specific Support Programmes
There are specific programmes of support for pupils who need it. This includes phonics and literacy groups and 1:1 support where necessary. The support given for speech and language is outstanding and includes individual pupil support, support for parents to deliver programmes at home and close liaison with the speech and language team.
Transition is Excellent
All transition procedures are excellent. There is a close working relationship with the new Secondary school Hampton Gardens which opened in September 2017. All but 3 of the year 6 pupils will go into year 7 at this school. There is close liaison between the staff of both schools. Specific SEND issues are identified and a meeting between SENCO’s plans additional support where it is needed. This includes individual visits, parent meetings, pupil passports and provision mapping. The transition to reception is mostly from pupils who attend the on-site nursery and includes 3 open mornings, a parent’s information session and home visits. Internal transition includes an internal transition day and individual support for pupils and parents if a need is identified. The year 2 and 4 pupils are mixed to encourage the development of wider friendship and peer groups.
Emotional Health and Well-Being
A review of the behaviour policy was implemented through the school improvement plan and supported by a specific action plan. There was a particular focus on emotional health and well-being by developing new systems of provision for playtime and lunchtime. It involved a change of structure to lunchtimes and breaktimes, new equipment, the introduction of the golden table on Wednesday lunchtimes, training for staff and specifically for lunchtime supervisors. There was also a pupil survey and monitoring of behaviour during these times of the day. The review also enabled pockets of good practice to be consistently implemented throughout the school with the introduction of a whole school behaviour plan.
Find out more about the IQM Inclusive School Award
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