|Name||Farncombe Church of England Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 October 2012|
|Address||Grays Road, Farncombe, Godalming, Surrey, GU7 3LT|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Percentage Free School Meals||4.8%|
Information about this school
This is a smaller-than-average sized infant school. Children in the Early Years Foundation Stage are taught in a Nursery and two Reception classes, one of which also includes some Year 1 pupils. The proportion of disabled pupils or those with special educational needs who are supported at school action is below average. The proportion supported at school action plus or with a statement of special educational needs is also below average. A below average proportion of pupils are eligible for additional funding (the pupil premium). In 2011, an acting headteacher led the school for a five month period during the temporary absence of the headteacher. The ‘Earlybirds’ club (a before-school club) is managed by the governing body.
Summary of key findings for parents and pupils
This is a good school. Pupils’ achievement is good and they learn quickly in most lessons. Pupils’ progress is especially strong in reading because skills are introduced systematically and they read regularly to adults. Pupils’ attainment has risen since the previous inspection and is now consistently above average by the end of Year 2. Teaching is good. Work is carefully chosen to make pupils think hard, based on teachers’ good understanding of what pupils need to learn next. Pupils behave well and feel safe. They are sociable and articulate and develop a love of learning. Clubs, visits and activities such as the ‘Grandparents Tea-Party’ make learning exciting and ensure that pupils thoroughly enjoy school. Strong leadership by the headteacher and governing body has helped the school to improve quickly since the previous inspection. It is not yet an outstanding school because : Pupils’ progress is more uneven in writing than in reading and mathematics. Teachers do not give pupils clear enough guidance about how to use their well-developed knowledge of letters and sounds in their writing. There are too few opportunities for pupils to improve spelling and handwriting by writing in different subjects. The role of some staff with responsibilities in driving improvement and checking the impact of initiatives is not strong enough.