Floreat Montague Park Primary School and Nursery

What Ofsted said

From the inspection on 29 November 2022

'Kindness matters' at Floreat Montague Park because everyone is valued as a cherished individual. This mantra is the heartbeat of this vibrant, compassionate and welcoming school. Pupils thrive because leaders have created an optimistic and respectful culture. Echoing the sentiments of many, one parent said, 'All the staff are very supportive, they go above and beyond to support our children, and they do it with a smile on their faces.' Leaders have high expectations of behaviour and achievement. Pupils work hard to meet these. They behave well in lessons and around the school. Playtimes are calm and cheerful occasions where pupils have fun. Pupils feel safe and well cared for because dedicated pastoral staff take the time to listen, encourage and resolve their worries. Bullying or unkindness are rare, but staff provide support sensitively and effectively so friendships can quickly resume. Leaders are passionate for pupils to learn about life beyond their own community. Parents value the broad range of enriching and engaging experiences that pupils get to enjoy, such as the residential visits offered for every year group, starting with the infants. Sustainability initiatives and regular visits to the school meadow support and nourish pupils' spiritual, moral and cultural development.

What the school should improve

• Although teachers understand the needs of pupils with SEND, these needs are not always reflected precisely enough in pupils' learning targets. Consequently, help for pupils during lessons is not always matched well enough to help them make rapid progress with their learning. Leaders should ensure that all staff clearly understand pupils' learning needs and use agreed support strategies consistently. In addition, staff require further training and ongoing support to help them adapt their teaching effectively.
• Teachers do not consistently incorporate effective assessment opportunities into their lesson designs. Nor do they always utilise opportunities or time within the lesson to check and challenge that all pupils are developing the intended understanding. This means that some pupils do not acquire the knowledge that they need to make good progress across the curriculum. Leaders need to develop assessment so that teachers are systematically checking pupils' understanding and that all pupils are supported to embed knowledge and use it fluently.

Read the full Ofsted report (opens in a new tab)