Ofsted Inspection - April 2023
Following our Ofsted inspection on 25th and 26th April, we are really pleased to be able to share with you the inspectors’ judgement that Fitzharrys continues to be a good school with significant strengths.
The report reflects the incredible amount of work that has gone into developing our school, by all staff, and governors. We are grateful for their continuous work in delivering a fantastic education for our students, which is allied by high quality support, care, and opportunities.
We are particularly pleased that the report highlights some key strengths of the school, this includes our work on ethos, values, and inclusion:
‘There is a strong sense of inclusion and community at this school. Pupils proudly show the school values of ‘aspiration, opportunity, integrity’. They consistently demonstrate kindness and support towards each other.’
There was praise for the high-quality teaching at Fitzharrys:
‘Teachers have strong subject knowledge. They ask skilful questions and plan activities which capture pupils’ interest and curiosity.’
There are a range of other positives in the report which emphasise the impact of our teachers and wider workforce staff in providing a high-quality education for young people in our community.
Overall, it is a very good report which we feel accurately reflects our strengths, and outlines areas for development. We will utilise the report to help us plan our next steps as we look to develop and grow further.
We are extremely proud of the education Fitzharrys provides and are grateful for your continued support as we move forward.
Ofsted Report Highlights
There is a strong sense of inclusion and community at this school.
Pupils proudly show the school values of ‘aspiration, opportunity, integrity’. They consistently demonstrate kindness and support towards each other. Pupils’ relationships with staff are built on mutual respect. They know that staff have their best interests at heart and as such they feel safe, happy and cared for.
Leaders have high expectations for pupils’ learning and behaviour. As a result, pupils learn in a calm and purposeful environment. Staff consistently apply the school’s behaviour policy well. Consequently, pupils are clear about what is expected from them.
All pupils, including those with special educational needs and/or disabilities (SEND), have the support they need to learn well, and pupils attain highly in public examinations. In lessons, pupils are resilient and focused on their work.
Teachers have strong subject knowledge. They ask skilful questions and plan activities which capture pupils’ interest and curiosity. Teachers check how well pupils learn and rapidly address any misconceptions well.
The curriculum is coherent and well sequenced. Leaders have designed it so that pupils’ knowledge is revisited and built upon each year. They have set out the small steps of knowledge that pupils will need to learn and remember. This means that all pupils, including those with SEND, progress well through the school’s curriculum.
School leaders are committed to ensuring that pupils study a broad curriculum across the school.
Leaders and governors have high ambitions for what pupils will achieve.
Leaders have made sure that reading and the development of pupils’ vocabulary run through the curriculum.
Governors and trustees are determined that all pupils will achieve well. They closely evaluate the impact of leaders’ actions. Leaders communicate with and support parents well. Parents appreciate this and value the effective leadership in place.