Farnborough Road Infant School

About Farnborough Road Infant School Browse Features

Farnborough Road Infant School

Name Farnborough Road Infant School
Website http://www.farnboroughroadinfants.co.uk
Ofsted Inspection Rating Good
Inspection Date 17 May 2017
Address Farnborough Road, Birkdale, Southport, Merseyside, PR8 3DF
Phone Number 01704577637
Type Primary
Age Range 2-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Sefton
Percentage Free School Meals 8.1%
Pupils with SEN Support 10.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. Farnborough Road Infant School is larger than an average-sized primary school. The proportion of pupils who receive support in school for their special educational needs and/or disabilities is below the national average. The proportion of pupils who have an education, health and care plan or a statement of special educational needs and/or disabilities is below the national average. The proportion of pupils who are supported through pupil premium funding is below the national average. The proportion of pupils from minority ethnic groups is below the national average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils that leave or join the school at times other than the start of the Reception Year is below the national average. The school accommodates a children’s centre that is not managed by the governing body and was not part of this inspection.

Summary of key findings for parents and pupils

This is a good school The headteacher and her staff have created a caring learning environment where pupils feel safe. They successfully promote pupils’ outstanding personal development and welfare Senior leaders and governors understand the current needs of the school and have taken effective action to produce good and improving progress among pupils. There is a broad and balanced curriculum which prepares pupils well for life in modern Britain and contributes well to their spiritual, moral, social and cultural development. A large majority of parents are very positive about the work of the school and say that staff care for their children well. The quality of teaching is good and improving. Because of this, pupils make strong progress in most classes and subjects. Pupils conduct themselves well around school. They are polite and thoughtful. Senior leaders have worked effectively with parents to reduce previous pockets of low attendance and high persistent absence. In the early years, staff look after children well and ensure that they make at least good progress from their starting points. Teachers do not consistently provide work for the most able that challenges them. This is particularly true in mathematics, where there are limited chances to apply their reasoning skills. Governors are sometimes unclear about the impact of senior leaders’ action on pupils’ achievement. Subject leaders do not precisely evaluate the findings of their checks on teaching and learning. Sometimes, teaching assistants in the early years miss opportunities to interact with children to deepen their learning. T