10 to 12 February 2026
Introduction
We are delighted to share the findings from the Independent Schools Inspectorate’s (ISI) recent visit to Thomas’s Fulham.
Prior to the February half term, we welcomed four inspectors. Over the course of their two-and-a-half-day visit, the team’s activities included lesson observations - some conducted alongside school leaders - as well as observations of registration, assembly, breaktime, lunchtime and extracurricular activities.
Discussions were held with staff, school leaders, our Principal, Ben Thomas, and our Safeguarding Governor, Sophie Rees. Policies and records were scrutinised, as were the views shared in the pre-inspection surveys by parents, staff, and pupils. The inspection team also spent significant time with our pupils, discussing all aspects of school life and reviewing samples of their work.
Within the current reporting framework, ISI no longer provides a single-word qualitative judgement, as the aim is to ascertain whether regulatory standards are met. That said, we feel the report captures our school's character and curriculum. It reflects the dedication of our staff, the support of our parents, and the resilience, progress, and joy of our pupils.
The inspection team gained a true understanding of our ethos, pupils' positive experiences, the excellence of their learning and the strength of the relationships within school. By the end of their first half-day with us the Lead Inspector shared with me that our pupils are delightful, kind, confident and engaged to learn.
It is with pride that we share the full report and this summary.
Annette Dobson Head
Inspection Standards
All inspection standards were met:
Standards relating to leadership and management, and governance are met.
Standards relating to the quality of education, training and recreation are met.
Standards relating to pupils’ physical and mental health and emotional wellbeing are met.
Standards relating to pupils’ social and economic education and contribution to society are met.
Standards relating to safeguarding are met.
We invite you to explore the full, published report.
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Key Findings
“Pupils benefit from teachers’ effective planning, subject knowledge and expertise from the early years onwards.”
Pupils receive clear guidance and feedback on how they can improve. Consequently, they make good progress from their individual starting points.”
Pupils are kind, tolerant and respectful. They appreciate differences, celebrating each individual for who they are and the diversity that they offer.”
The emphasis on kindness builds positive relationships, creating a harmonious, family-like and nurturing environment.”
Pupils’ safety is given utmost consideration at all times.”
Leadership and management, and governance “
Pupils’ wellbeing is at the heart of the school’s culture.”
Leaders ensure that parents receive all the required information” ... “This provides parents with important and timely updates on school life and pupils’ school experiences.”
Leaders are explicit about the aims and ethos of the school. The school’s values and the four core learning habits of resilience, questioning, thinking and linking, are well embedded. These values and learning habits contribute positively to pupils’ personal development and academic progress.”
Pupils’ wellbeing is at the heart of the school’s culture.”
Governors maintain a sharp focus on the school’s development and support the consistent fulfilment of the Standards.”
“ Staff know pupils well. Relationships are warm and caring.”
SECTION 2:
Quality of education, training and recreation
Children respond well, grasping knowledge and skills quickly.”
“ In the early years, teachers ensure that children have routine access to resources that allow them to develop independence and curiosity in their learning. They acquire notable communication skills.”
Leaders ensure that pupils experience a broad and balanced curriculum, which develops literacy, numeracy, linguistic and technological skills. The extra-curricular offer of practical subjects, taught by specialists, covers art, music, dance and drama.”
Children progress from writing simple sentences to extended, complex and creative writing in many genres, well beyond age-related expectations.”
The needs of pupils who have SEND are identified effectively. These needs are well understood and thoughtfully supported by staff.”
Teachers ensure that planning includes appropriate opportunities for pupils to learn about sustainability, diversity and inclusion.” ... “Such opportunities enable pupils to learn about the valuable contribution they can make to the world, encouraging them to make positive changes in relation to the things they believe in.”
Teachers use their subject expertise effectively to develop pupils’ interest and skills in the subjects that they teach. They use questioning effectively so that pupils are challenged to think about what they are learning.”
The school’s clubs programme enriches pupils’ school experience and provides wider opportunities for their personal development.”
The school ensures that parents receive suitable information about their child’s progress and performance.” ... “Parents also receive appropriate guidance and support on future school choices.”
Pupils’ physical and mental health and emotional wellbeing “
Nurturing relationships between teachers and pupils instil trust and confidence.”
Pupils are respectful and well-mannered, upholding the school’s ethos. This contributes positively to their wellbeing, happiness, mental health and wellbeing at school.”
Leaders have high expectations of pupils’ behaviour in lessons and around the school. Pupils are polite and well mannered.”
They are reflective and take responsibility for their actions, learning from their mistakes.”
Pupils engage wholeheartedly and derive pleasure and confidence from their involvement in competitive sport and successes in sporting tournaments. Pupils understand the importance of good sportsmanship, whether they win or lose.”
Leaders provide appropriate opportunities for pupils to assume leadership responsibilities or provide acts of service.”
“ Pupils respond well to such opportunities, which enhance their personal development and increase confidence.”
“ Pupils listen attentively to one another.”
Pupils’ social and economic education and contribution to society
“ Pupils understand the importance of equity and diversity. The school’s cosmopolitan community fosters an understanding of different faiths and backgrounds.”
Pupils make an active contribution to their locality through their charitable fundraising and involvement with different local groups.”
They gain an appreciation of service, taking responsibility and making a positive contribution to society as a result.”
Teachers ensure that pupils develop valuable skills relating to financial acumen and economic awareness.”
Leaders ensure that pupils learn about different careers that may be accessible to them when they grow older.”
Safeguarding “
Leaders across the school have the skills, knowledge and understanding of safeguarding requirements. They fulfil their responsibilities diligently.”
Leaders have robust systems in place to ensure that recruitment procedures are carried out in accordance with statutory requirements.”
Leaders ensure that pupils develop an appropriate understanding of online safety and how to keep safe when using the internet.”
Leaders with responsibility for safeguarding show an insightful appreciation of local risks and resolutely take action to mitigate them.”
Governors review safeguarding procedures effectively.”
“ Leaders prioritise the safety and welfare of children at all times.”