Fossdene Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils arrive at school keen to enjoy all the exciting experiences that Fossdene has to offer. There is a great sense of belonging at the school. As one pupil said ‘we always make people here feel like they belong’. Pupils and staff get on very well. Pupils know that they are safe and cared for. They trust the staff who work with them. This is an inclusive and nurturing school. Leaders and staff are highly committed to doing their best for every pupil, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those facing vulnerabilities. Pupils behave well in lessons and during social times. Playtimes are fun and filled with laughter because of the wonderful range of activities, such as rollerskating and rock climbing, that are on offer. The curriculum is broad and well designed. There is a strong focus on developing pupils' language and communication skills. Staff make some careful adaptations to help pupils with SEND to access the curriculum. When children join the school in Reception, they begin to make progress in their learning and development from their starting points. However, they do not have consistent opportunities to apply their early number and phonics learning in the outdoor space. Interactions between staff and children are positive, but sometimes do not focus sharply enough on the intended learning. Pupils progress well academically as they move through the school, and by the time they leave they typically achieve as well as, or better than, pupils nationally in reading, writing and mathematics. Bullying is rare and dealt with effectively by staff. Attendance is improving and most pupils now attend regularly. Pupils in the school’s resourced provision benefit from careful curriculum planning and skilful teaching. Parents and carers speak highly of the school. Pupils develop a great sense of self and wellbeing because of the high-quality care and attention they receive. Pupils appreciate the trips they go on and the variety of after-school clubs, such as gardening and multi-sports, that are on offer.

What the school should improve

• Leaders should further develop staff expertise across the mainstream classes so that the outcomes of pupils with special educational needs and/or disabilities are strengthened further.
• Leaders should build on the expertise of early years' staff to secure children’s foundational skills through high-quality interactions and provision in the outdoor spaces.

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