|Name||Fakenham Infant and Nursery School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||04 June 2015|
|Address||Norwich Road, Fakenham, Norfolk, NR21 8HN|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Synergy Multi Academy Trust|
|Percentage Free School Meals||11.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This infant school is larger than the average-sized primary school. There are three classes for each of Years 1 and 2. The Early Years provision is in a Nursery class and three Reception classes. Children of Reception age attend full-time; children in the Nursery attend in the morning or the afternoon. The proportion of disabled students and those who have special educational needs is above average. The proportion of pupils who are supported by pupil premium funding is lower than average. This is additional funding provided by the government to support disadvantaged pupils; those who are eligible for free school meals and looked after children; (There are currently no looked after children in the school). Most pupils are White British. There is an on-site children’s centre managed by the governing body. It will receive its own inspection report which will be available on the Ofsted website. There have been a number of staff changes, including the appointment of a new headteacher, since the previous inspection.
Summary of key findings for parents and pupils
This is a good school. The headteacher’s drive and ambition for the school provide a firm foundation for school improvement. She is well supported by a good staff team and strong governing body. As a result, the quality of teaching and learning has improved since the previous inspection and it is now good. Pupils’ attainment has improved year on year; it is broadly average in all subjects but a little lower in writing. From low starting points, pupils make good progress. Teachers make learning interesting because they know the needs and interest of pupils well. They mark pupils’ work with constructive comments and make it clear to pupils how they can improve. Provision in the early years is good. Children make good progress because their learning and personal development are managed well. From the time they start in the Nursery, they are taught to listen carefully and respect each other. The school keeps pupils safe and makes sure that they know how to keep themselves safe. Pupils behave well. They are friendly considerate and helpful and have positive attitudes to learning. The curriculum successfully promotes pupils’ spiritual, moral, social and cultural awareness. It ensures they are prepared well for the next steps in their education and for their future lives as British citizens. Leaders check on the quality of teaching and learning rigorously and effectively. They have acted decisively to put systems in place to keep a close check on pupils’ progress and make sure that any pupils who need extra help are swiftly identified and supported. Governors have made good use of the external review that followed the previous inspection. They know how well the school is doing. Clear priorities have been identified for further improvement. It is not yet an outstanding school because : Pupils’ progress in writing, although good, is not as fast as in reading and mathematic, partly because there is not always sufficient focus on providing good writing opportunities in subjects other than English. Teachers do not always insist that pupils present their work as neatly as they should or ensure pupils develop good handwriting skills. The school’s work to ensure regular attendance has not been successful enough with some families.