Fryent Primary School

What Ofsted said

From the inspection on 11 February 2025

Pupils enjoy attending this school. They warmly welcome those who arrive throughout the year. Pupils feel and are kept safe. Relationships between the school and their families are supportive and respectful. Pupils are confident to share any worries they may have and know that any concerns will be addressed. Pupils typically behave well and engage positively. Expectations are high and consistently applied. This starts in early years, where children learn to take turns, share and work together. Pupils enjoy being invited to the 'VIP lunch' when they have demonstrated the school's values of creativity, collaboration, communication and critical thinking. The curriculum is typically ambitious. However, it is at an early stage of implementation and not taught consistently well. This means that pupils, including some withe special educational needs and/or disabilities (SEND), do not achieve as well as they should, including in national assessments. Pupils enjoy activities designed to develop their talents and interests in art, sport and music. Pupils benefit from opportunities to visit places of worship and complete a residential trip to Wales. For pupils who may choose not to attend these events, local alternatives are provided, for example rock climbing or kayaking. Pupils develop a sense of responsibility through fundraising for chosen charities. They take on roles such as becoming members of the school council.

What the school should improve

• The curriculum, including in aspects of reading and mathematics, is not implemented consistently well. As a result, pupils, including some who have recently arrived or have SEND, do not routinely develop the knowledge and understanding they need to achieve well, including in national assessments. The school should ensure that staff implement the curriculum in the way it has been designed. This includes ensuring staff have sufficient knowledge and understanding to choose activities that match the ambition of the curriculum and make effective use of assessment to identify and address any misconceptions.
• The adaptations made for pupils who are lower attaining, have recently arrived or have SEND in mainstream classes, are not consistently well chosen. As a result, these pupils are sometimes not supported to access the intended curriculum. The school should ensure that any adaptations help pupils build on what they already know and can do and are closely aligned to their needs and the intended curriculum outcomes.
• The curriculum for early years does not provide sufficient clarification about important aspects of learning, including children's early language and mathematics. As a result, children are not typically well supported to develop the knowledge and skills they need to access the curriculum. The school should ensure that the curriculum provides sufficient clarity about what children should learn and when. The school should ensure that staff gain the knowledge and support they need to maximise high-quality interactions with children across different areas of learning.

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