|Name||Fairfield Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 October 2014|
|Address||Fairfield Road, Havant, Hampshire, PO9 1AY|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||10.3%|
|Pupils with SEN Support||10.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fairfield Infant is an average-sized infant school, with three classes in each year group. The proportion of disabled pupils and those who have special educational needs supported by school action is well above the national average. The proportion supported by school action plus or with a statement of special educational needs is broadly average. The proportion of pupils from minority ethnic backgrounds is low. Very few pupils speak English as an additional language. The proportion of pupils known to be eligible for pupil premium funding is broadly average. This additional funding is to provide extra support for pupils known to be eligible for free school meals and to children who are looked after by the local authority. Fairfield Infant is a School Direct school which provides teacher training in partnership with a local university. Since the previous inspection there has been a high level of staff change and lengthy absences. Apart from the headteacher, the large majority of other leaders and class teachers are relatively new to their roles.
Summary of key findings for parents and pupils
This is a good school. The school benefits from the exceptionally strong leadership of the headteacher. She has very effectively led the school through a period of considerable staff changes and absences. New staff have helped to strengthen the senior leadership team. They have already put in place effective plans to address weaker aspects of the school’s work. The school is well placed to improve further. The headteacher has very strong skills in supporting improvements in teaching. New senior leaders are excellent teachers whose coaching skills help ensure teaching quality is at least good. Strong systems for supporting staff and checking learning lead to consistently good, and improving, teaching across the school. Robust systems are in place to check pupils’ progress and all aspects of the school’s work. Leaders’ plans to improve the school show that leaders are fully aware of the main priorities. Pupils achieve well. Over the past year, progress in mathematics has accelerated especially well. There are very good programmes to help pupils at risk of under achieving to catch up with their classmates. All pupils, including disabled pupils and those who have special educational needs, achieve well. Pupils benefit greatly from the outstanding range of subjects and activities which supports their academic progress and their spiritual, moral, social and cultural development exceptionally well. Pupils’ behaviour is good. Relationships between pupils and with staff are excellent. The school’s outstanding work to keep pupils safe and free from harm helps pupils feel secure and enjoy school. Effective teaching helps ensure early years provision is good and Reception children achieve well in all areas of learning. Governors fulfil all their statutory duties well and are very well informed about teaching quality and pupils’ progress. They provided very good support for the headteacher during the staff changes that limited the contribution of other leaders. It is not yet an outstanding school because : The quality of teaching and learning in some aspects of reading and writing has not improved as well as in mathematics, because phonics (letters and the sounds they make) is not taught consistently well by all staff in Years 1 and 2. Some middle leaders are new to their roles and are still gaining expertise in checking quality and supporting the school’s work. This limits their involvement in driving improvement.