Feltham Hill Infant and Nursery School

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About Feltham Hill Infant and Nursery School

Name Feltham Hill Infant and Nursery School
Website http://www.fhi.hounslow.sch.uk
Ofsted Inspections
Headteacher Ms Angela White
Address Bedfont Road, Lower Feltham, TW13 4LZ
Phone Number 02088903814
Phase Primary
Type Community school
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 424
Local Authority Hounslow
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils are kept safe. They said that there are lots of grown-ups on hand to look after them.

They trust adults to help and sort out any concerns that arise quickly. Pupils are kind and considerate to each other. Bullying is rare.

Any incidents that do occur are managed effectively.
Classrooms offer a calm, orderly environment where learning is at the heart of everything that happens. This is established from the Nursery class all the way through to Year 2.

Pupils' independence and resilience are encouraged and promoted. Pupils rise to these expectations and do their best to manage their behaviour and show positive attitudes to their learning.

Pupils achieve well here.

Leaders' expectations for learning are high. They have identified the knowledge that pupils need to learn across the full range of subjects taught. The curriculum is broad and ambitious.

This helps pupils to develop their knowledge and understanding across most subjects. Overall, the curriculum prepares pupils well for the next stage of their education.

The school motto 'LEARN' (learn, explore, achieve, respect, nurture) is put into practice through leaders' approach to learning.

Pupils are expected to support each other. For example, buddies help those new to the school to settle in. Buddies also help those who need it during 'busy learning' time.

What does the school do well and what does it need to do better?

In the early years, children settle well. They are encouraged to become confident and successful learners. Routines and expectations are clear and well established.

As a result, children are well behaved. This creates a calm and purposeful atmosphere for learning, both in the classrooms and outside.Leaders have prioritised early reading.

A new phonics programme was introduced last year to better support pupils to become fluent readers. All staff are well trained and deliver this programme consistently across the school. Ongoing assessment identifies those at risk of falling behind.

Additional small group support is used well to ensure that these pupils are helped to catch up. Books used to teach reading are carefully matched to the sounds that pupils know. All of this is helping pupils to develop into fluent readers.

A love of reading is evident across the school. Pupils enjoy both reading and being read to.

Leaders have ensured that the curriculum matches the scope and ambition of what is expected nationally.

Important ideas that pupils need to learn and remember have been identified. The curriculum is designed to provide opportunities for pupils to practise what they have learned, both with adults and independently. For example, in mathematics, children in the Nursery explore numbers to 5 through well-designed different activities.

Staff skilfully reinforce number recognition and counting. Children in Reception go on to use this knowledge when exploring larger numbers. In geography, pupils explore maps and complete puzzles to learn and remember the names and locations of the continents.

However, leaders' and staff's approaches to the delivery of the curriculum have not sufficiently considered how pupils should be supported to connect and apply what they have been taught, particularly when carrying out tasks independently. Sometimes, the selection of activities does not help pupils to use and build meaningfully on what they know. This reduces how well pupils are able to embed subject-specific knowledge.

Pupils with special educational needs and/or disabilities (SEND) are identified promptly and well catered for. Tasks are adapted for specific needs, as required. This ensures that these pupils access the same curriculum as their peers.

Those in the additional resource provision receive personalised support that addresses their different needs and helps them to learn successfully.

Promoting pupils' independence and resilience are key priorities in leaders' work to support pupils' broader personal and character development. For example, in physical education (PE), staff encourage pupils to strive to improve on their 'personal bests'.

Pupils appreciate the range of additional extra-curricular activities that are on offer, for example art, football, cooking and dodgeball.

Teachers are overwhelmingly positive about the consideration given to their workload and well-being. They said that leaders are approachable, caring and supportive.


The arrangements for safeguarding are effective.

Leaders have established a strong safeguarding culture within the school. Staff understand their responsibilities to report any concerns that they may have quickly.

They have been well trained to identify any pupils who may be at risk of harm.

Leaders know families well. They seek support and advice from the local authority and other agencies when needed, to ensure that pupils and their families receive the support they need swiftly.

The curriculum has been designed to help pupils learn how to stay safe. For example, at an age-appropriate level, pupils are taught about important issues such as consent, being kind to others and the difference between 'good' and 'bad' physical contact.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils are not provided with sufficient opportunity to secure and connect what they learn through taught and independent activities.

This makes it more difficult for them to secure and embed important knowledge. Leaders need to ensure that the delivery of the curriculum consistently enables pupils to secure their understanding and to make connections in their learning.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in February 2016.

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