The Firs Lower School

What Ofsted said

From the inspection on 8 March 2023

Pupils enjoy coming to school. They feel happy and safe as all staff care about pupils' well-being. Pupils learn about tolerance and respect and how to stay safe. If they have any worries, pupils can put these in the 'worry monster' or speak to a member of staff who will always help. This includes any instances of bullying, which are extremely rare. Pupils learn the same behaviour routines and know when teachers need their attention. They follow these routines, so learning is very rarely disrupted. Pupils who need it, get additional support to help them learn successfully. Leaders have high expectations for pupils' education. Children in early years participate in high-quality learning through their play. This is less developed in the outdoor area of the pre-school. Pupils read regularly and become fluent readers. Leaders engage with parents and involve them in supporting pupils reading. Pupils learn an interesting and engaging curriculum, but this is less developed in a minority of subjects. Pupils get a number of 'wow' experiences, such as residential trips, visits to a cathedral and graduation from the pre-school. Pupils are proud of the range of leadership roles they undertake, such as 'Firs Ambassadors'.

What the school should improve

• Leaders have not planned a minority of foundation subjects to the same level as the rest of the curriculum. The important knowledge that pupils need to learn and the order in which they should learn it have not been as carefully identified. As a result, the depth of what pupils learn and the quality of work they produce is not to the same standard as the rest of the curriculum. Leaders need to ensure that they identify precisely the important knowledge that pupils need to know and the order in which it should be taught in all subjects.
• Leaders have developed provision in the new pre-school by using models of good practice from Reception. However, this is not fully embedded in the outdoor areas of the pre-school. As a result, in the outdoor area of pre-school, children do not always have enough high-quality learning opportunities. Leaders need to ensure that in the pre-school, adults plan learning activities in the outdoor area that are of the same high quality and effectiveness as in the rest of the provision.

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