Fulford Primary School

What Ofsted said

From the inspection on 30 June 2026

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. 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. 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. 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.

What the school should improve

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

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