The Fountain School

What Ofsted said

From the inspection on 3 March 2026

Pupils at The Fountain School feel a sense of belonging. This is because staff build a family atmosphere, where everyone is respected. Pupils are helped to build positive relationships with each other and with staff. The trips that school leaders organise, for example the upcoming 'sip and paint' trip, enthuse and excite pupils. These opportunities occasionally do not broaden pupils' experiences of the world around them as well as they might. Pupils look forward to coming to school. They feel safe in the nurturing environment that leaders have developed. The positive ethos of the school underpins the sense of respect that all staff and pupils feel for each other. Pupils particularly enjoy the ways in which they can learn the academic and Islamic curriculums together at one school. Pupils behave well. They are encouraged to do so by a rewards system connected to important events in the Muslim calendar, for example Ramadan. Leaders plan opportunities for pupils to develop leadership skills. For instance, pupils identify ways to spend school funds to enhance the classroom environment. The well-developed careers programme builds pupils' aspirations and ambition for their futures. Pupils engage with charitable and fundraising work linked to world events. Leaders organise workshops by speakers, such as from the police and the NHS. This helps pupils develop an understanding of modern British society. The school does not identify any pupils as having special educational needs and/or disabilities. However, where pupils need extra support in lessons for particular topics and subjects, leaders ensure that staff are aware of pupils' needs. Teachers intervene and help pupils quickly during lessons. If pupils are absent, teachers help them to catch up with their peers. This helps pupils to gain the important knowledge they need.

What the school should improve

• The proprietor and those responsible for school leadership should develop strategic oversight systems to monitor the independent school standards (the standards). Leaders should take appropriate action, where issues are identified, to ensure all standards are met consistently.
• Leaders should further develop the curriculum so that, across all subjects, pupils consistently develop detailed knowledge.
• The proprietor and those responsible for leadership should tailor extensive opportunities for pupils to develop their cultural capital in line with their aspirations and interests.

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