Fetcham Village Infant School


Name Fetcham Village Infant School
Website http://www.fetcham.surrey.sch.uk
Ofsted Inspection Rating Outstanding
Address School Lane, Fetcham, Leatherhead, KT22 9JU
Phone Number 01372373502
Type Primary
Age Range 5-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 170 (51.2% boys 48.8% girls)
Number of Pupils per Teacher 24.8
Local Authority Surrey
Percentage Free School Meals 7.6%
Percentage English is Not First Language 5.1%
Persistent Absence 7.5%
Pupils with SEN Support 2.9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (30 June 2015)
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Information about this school

Fetcham Village Infant School is an average-sized infant school. The proportion of disabled pupils and those who have special educational needs is below the national average. The proportion of pupils who receive support through the pupil premium is well below the national average. This is extra money provided by the government for pupils who are known to be eligible for free school meals and children who are looked after. A large majority of pupils in the school are of White British heritage. The remainder are of other White or Asian heritage. The proportion of pupils who speak English as an additional language is well below the national average and none are at an early stage of learning English. Early years provision consists of two reception classes which children attend full time. The school is a member of the Effingham Learning Partnership, a group of 11 schools that cooperate on staff development and assessment. The partnership includes Oakfield Junior School, where most pupils proceed after Year 2. A second deputy head teacher is new to her role this academic year. The school hosts a daily breakfast clubs and after school clubs.

Summary of key findings for parents and pupils

This is an outstanding school. Fetcham Village Infant School is an exceptional school. The headteacher has built a vibrant and inspiring culture. She is relentless in ensuring all pupils do as well as they can. Leaders and governors have successfully created an ethos where all pupils are expected to achieve their very best. Parents, staff and pupils are exceptionally proud of the school and pupils embody the leaders’ ambitious vision and values. Provision for pupils’ spiritual, moral, social and cultural development is exceptional. Pupils are very well prepared for life in modern Britain. Pupils’ behaviour is outstanding. They fully understand and follow the school’s values. They are exceptionally welcoming and polite to their peers, staff and visitors. The school’s work to keep pupils safe and secure is outstanding Pupils across the school make rapid progress due to excellent teaching and the high expectations of all staff. Pupils’ achievement is consistently outstanding over a number of years. Pupils in the school are making exceptional progress. Governors and leaders strive to ensure all pupils fulfil their potential. They have made sure that high levels of attainment have been sustained. Early years provision is a strength of the school. Children’s progress is carefully recorded and any gaps in their learning are identified and efficiently dealt with. Pupils are highly motivated and always do their best. Teachers possess and effectively communicate very good subject knowledge. Leaders have made a very positive start to embedding the new National Curriculum. They have successfully focused on the new expectations for reading and writing and are now improving the school’s approach to teaching number. The school’s curriculum provides rich and meaningful learning experiences for pupils. It promotes a love of learning which is reflected in pupils achieving high standards. Leaders pay very close attention to the school’s work and take immediate action where necessary to ensure teaching is always of the best quality and achievement remains outstanding. Governors know the school extremely well. They provide an excellent balance of challenge and support to ensure leaders continue to drive improvements in the school’s work. Disabled pupils and those who have special educational needs do exceptionally well due to timely support and well-tailored interventions. This ensures that pupils make the same excellent progress as their peers.