Fernhurst Primary School


Name Fernhurst Primary School
Website http://www.fernhurst.w-sussex.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 12 July 2017
Address Haslemere Road, Fernhurst, Haslemere, Surrey, GU27 3EA
Phone Number 01428653144
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 177 (47% boys 53% girls)
Number of Pupils per Teacher 18.7
Academy Sponsor University Of Chichester (Multi) Academy Trust
Local Authority West Sussex
Percentage Free School Meals 5.4%
Percentage English is Not First Language 5.6%
Persisitent Absence 11%
Pupils with SEN Support 10.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fernhurst Primary School is smaller than the average-sized primary school. Pupils are taught in seven classes, all of which cater for different age groups. The school converted to become an academy in September 2014. It is part of the University of Chichester Academy Trust. In April 2017, the deputy headteacher became acting headteacher after the previous headteacher left the school. She has been supported in her leadership role by both the multi-academy trust and the newly appointed headteacher, who is due to take up her role in September 2017. The majority of pupils are of White British origin. A smaller than average proportion of pupils speak English as an additional language. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who qualify for special educational needs support is broadly average. A larger than average proportion of pupils have a statement of special educational needs and/or disabilities or an education, health and care plan. The school runs a breakfast club which is open before school, and an after-school club called ‘Oscars’. There is a private pre-school on site. This is not managed by the school and is inspected separately. The school meets the current floor standards, which set out the minimum expectations for pupils’ attainment and progress by the end of year 6. The school uses no providers of alternative provision. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a good school Leaders’ diligent work has ensured that the school has improved since it opened as an academy in September 2014, so that the school is now good. The University of Chichester Academy Trust has supported the school’s development well. Its strategic approach and commitment to improving leaders’ and teachers’ skills have benefited the school. Pupils across the school make good and improving progress and achieve well, particularly in reading and mathematics. Standards in phonics are high. Progress in writing needs to improve further. Teachers ensure that pupils work hard. Pupils develop appropriate skills such as resilience and perseverance, which help them to be successful. Pupils behave well and are happy. They are well cared for and kept safe by adults. Work to support vulnerable pupils is well organised. The broad and balanced curriculum supports pupils’ good preparation for life in modern Britain. Pupils’ spiritual, moral, social, cultural and emotional development is well planned. Pupils benefit from community involvement in the work of the school. Teachers’ questions ensure that pupils understand what they need to do to develop knowledge, skills and understanding across the curriculum. Learning is planned well to meet pupils’ needs from their different starting points. The most able pupils are challenged to achieve high standards. Disadvantaged pupils and pupils who have special educational needs are supported well to make good and sometimes rapid progress. Provision in the early years has improved over time. However, it is not yet good because : teaching requires improvement and not enough pupils reach a good level of development. There are not enough opportunities for boys to develop their writing skills well enough.