Whole School Ethos of Attainment for All

Fairmeadows Foundation Primary School has an ethos of equity , providing tailored support of the precise type required to enable academic success for all pupils. We believe that every child has the right to learn and that everybody should work hard to achieve, breaking down and overcoming barriers as part of the learning journey. It is our responsibility to narrow gaps and support all pupils to reach their full potential! Our assessment data shows that we are consistently narrowing the gaps and improving academic progress and therefore life chances for our children.

Addressing Behaviour and Attendance

Fairmeadows Foundation Primary School ensures effective behaviour strategies are in place, responds quickly to poor attendance and provides strong social and emotional support, including working closely with all families through the Early Help Team at Pingle Academy. We provide on site nurture groups, Lego Therapy, Forest Schools and High Quality talk based interventions designed to support emotional wellbeing, build resilience and remove the root causes of disruptive behaviours. 

High Quality Teaching for All

Fairmeadows Foundation Primary School emphasises ‘quality first teaching’ and is working incredibly hard to secure high standards by setting high expectations of all and rigorously monitoring performance and sharing best practice. Targeted responses to assessment are linked to future learning and the cycle of teaching is dedicated to addressing specific need. 

Meeting Individual Needs

All members of the Fairmeadows teaching and learning team is committed to get to know each child really well identify each pupils’ challenges and interests. They seek the best strategies to help each pupil make the next steps in their learning. The school provides individual support for specific learning needs and group support for pupils with similar needs. Boxall profiles and other assessments identify specific barriers, such as dyslexia and allow resources to be directed at addressing or mitigating these obstacles to learning. 

Deploying Staff Efficiently

Governors and the Senior Leadership team work effectively together in order to devolve responsibility to all teaching and learning staff. Staff are trained to a high standard to work with pupils who need the most support .A rigorous approach to CPD for all staff underpins the commitment to QFT. 

Data Driven and Responding to Evidence

Leaders and teachers use assessments to identify pupils’ learning needs, regularly review progress and address under performance quickly. This is reinforced in the three pupil progress meetings, which take place over the course of an academic year. Every action and or intervention is driven by the robust review of assessment data and work scrutiny. Our teachers increasingly use data to positive effect. 

Clear Responsive Leadership

Senior leaders and Governors set ever higher aspirations and lead by example. They hold all staff to account for raising attainment and support staff in structuring bespoke support to do this. School development priorities are intrinsically linked to appraisal objectives and together to ensure that outcomes are at least good, and that all pupils can progress well from their unique and often varied starting points.