Fenstanton Primary School
- Fenstanton Primary School
- Head: Miss Michelle Bennett
- T 020 8674 3311
- F 020 8671 6419
- E [email protected]
- W www.gipsyhillf…deration.org.uk
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Lambeth
- Pupils: 573
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 12th December 2017
- 2 Full inspection 5th March 2013
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Inadequate on 22nd March 2012
- Ofsted report: View the Ofsted report
What the school says...
Fenstanton Primary School is a 3 form entry school based in Tulse Hill, South London. We joined Gipsy Hill Federation in 2012 and are rated as 'Good' by Ofsted.
We are a thriving three form entry school offering provision for pupils aged 3-11 from a richly diverse community. We are dedicated to delivering the highest quality provision in a safe and engaging learning environment. Our children are immensely proud of our school and their achievements.
We offer a stimulating creative curriculum, delivered by exceptional practitioners, to develop a genuine thirst for knowledge as well as securing those basic skills on which the pupils can continue to develop and apply in later life. We have also received the Basic Skills award recognising the wide range of provision across the school to embed basic skills in maths and literacy. We foster in our children a deep sense of purpose, constantly giving them the opportunities to explore how their learning will apply to their adult working lives. In turn, we raise pupils’ aspirations allowing them to see difficulties as challenges that they can overcome and offer opportunities for them to develop a love and appreciation of the arts in its various forms. We are a future thinking school recognising the need to develop enquiring minds and the influence that science will have on improving our local and global communities, as such, we have invested heavily to develop our science provision and as a result received the Gold Science Quality Mark.
"THE ATMOSPHERE IN SCHOOL IS HIGHLY POSITIVE. PUPILS WORK HARD ON THEIR OWN OR IN GROUPS AND IN PAIRS." MARCH 2013 OFSTED REPORT
Fenstanton Primary is a nurturing school and we are proactive in removing any barriers that have the potential to hinder our pupils’ progress as such our children make exceptional progress. We have a good home and school partnership, demonstrated by the positive feedback we receive and the progress of our children. Achieving the Inclusion Quality mark is testament to our unwavering commitment to ensuring all children receive the best education possible regardless of their abilities or starting points. We are committed to developing moral purpose and actively promote everything we do in the values of respect, honesty, integrity and responsibility in our pupils, in order to prepare them for life beyond our school gates.
Fenstanton Primary School has been on a journey of rapid improvement over the last 3 years moving from special measures to good within one year of joining the Gipsy Hill Federation leading school improvement. Although we have been graded as good by Ofsted, we are keen to be judged as outstanding. Our continued partnership with our parents and carers will secure this judgement. ...Read more
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Overall school performance (for comparison or review only)
Special Education Needs
Inclusion is at the heart of everything we do at Gipsy Hill Federation. Our aim is to ensure that every child is fully included both academically and socially; and that we meet the needs of all children so that every individual child makes accelerated progress and meets their full potential. Quality First Teaching by the class teacher is at the core of this aim. All planning is therefore differentiated so that all children can fully access the curriculum and make progress at their level. Building on this Quality First Teaching, there is also an additional range of support and expert advice which can be put in place to meet the needs of children with special educational needs or when we identify that a child might be underachieving. If you are concerned about your child, please speak to your child's class teacher and/or the school's SENCo. They will be able to advise you on the range of support available and what would best meet the needs of your child. All support given will be measured according to the aims of the intervention to ensure that it has the desired impact as well as to ensure children are generalising and transferring the skills they learn back to the classroom. All teachers at Gipsy Hill Federation are committed to creative and inclusive learning environments which aim to meet the needs of all pupils. The learning environment incorporates different learning styles, gender, cultural diversity and a variety of interests. Different presentation techniques are used including interactive displays and table-top displays. All our displays include questions and allow the opportunity for the child to engage with the display. We strive to find a balance between aids that support the children with their learning eg number lines and key vocabulary, but also to ensure we allow opportunities to celebrate the children’s own work and learning by displaying it clearly and prominently in their classroom and around the school environment. Our classrooms incorporate opportunities to display a balance of all areas of the curriculum and displays are regularly changed and updated. For children with specific needs the learning environment may include their own timetable, a now and next support grid, or an established area of the classroom with their own work station. Following a very successful Inclusion Quality Mark assessment at Kingswood, Elm Wood, Paxton and Glenbrook in February 2015, these schools have now been confirmed as IQM Centres of Excellence.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year