Faringdon Infant School


Name Faringdon Infant School
Website http://www.faringdoninfantschool.co.uk
Ofsted Inspection Rating Good
Inspection Date 21 February 2013
Address Lechlade Road, Faringdon, Oxfordshire, SN7 8AH
Phone Number 01367240655
Type Academy
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 18.2
Academy Sponsor Faringdon Academy Of Schools
Local Authority Oxfordshire
Percentage Free School Meals 14.3%
Percentage English is Not First Language 5.9%
Persisitent Absence 15.7%
Pupils with SEN Support 14%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a slightly larger than average-sized infant school. The proportion of disabled pupils and those with special educational needs supported through school action is in line with the national average. The proportion supported through school action plus or with a statement of special educational needs is lower than the national average. The proportion of pupils eligible for the pupil premium, which provides additional funding for looked after children, those entitled to free school meals and the children of service families, is equal to the national average. There are a few children from service families but none who are looked after by the local authority. Most pupils are of White British heritage. A range of minority ethnic groups is represented in smaller numbers, very few of whom speak English as an additional language. Faringdon Infant School converted to become an academy school in April 2012. When its predecessor school, Faringdon Infant School, was last inspected by Ofsted in February 2011, it was judged to be satisfactory.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well. They make good progress from low starting points to reach average standards at the end of Year 2. Leaders and managers are constantly refining teaching, which ensures that teaching is good with an increasing proportion of high quality. In particular, the teaching of phonics (letter patterns and the sounds they make) now meets pupils’ needs exceptionally well because it is taught in small, highly individualised groups. Teachers make useful comments when marking pupils’ English work, which helps them to improve. Pupils enjoy coming to school and behave well both around the school and in lessons. Leaders at all levels ensure that pupils make good progress in the subjects for which they are responsible. For example, pupils learn an increasingly complex set of drawing skills in art lessons. Leaders and managers, including governors, make careful checks on the progress pupils make. They are vigilant in identifying where pupils may be making less than expected progress and put in appropriate measures to get them back on track. It is not yet an outstanding school because: The quality of teaching is not yet good enough to ensure pupils make and sustain rapid progress in all subjects. Teachers’ marking and feedback are not as helpful in mathematics in helping pupils to improve as it is in English. Teachers’ questions do not always encourage pupils to explain what they know in detail or to justify their opinions. Work to improve attendance has been effective, however, similar efforts have yet to have a strong impact on improving the punctuality of some pupils.