|Name||Field House Infant School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 December 2017|
|Address||Lower Whitworth Road, Ilkeston, Derbyshire, DE7 4LT|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||23%|
|Pupils with SEN Support||9.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not meet requirements on the publication of information on its website about the use the pupil premium and the additional funding for physical education and sports. Since the previous inspection, the school has appointed two assistant headteachers in place of a deputy headteacher post. The chair of governors was appointed in September 2017. Field House Infant School is a smaller than average-sized school. The very large majority of pupils are of White British heritage. The proportions of pupils from minority ethnic backgrounds or who speak English as an additional language are below the national averages. The proportion of disadvantaged pupils is similar to the national average. The proportion of pupils who have SEN and/or disabilities is lower than the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders have not been quick enough to deal fully with the areas for improvement identified at the last inspection. Senior leaders’ checking of standards has not been rigorous enough to identify and address pupils’ underperformance. The roles of middle leaders are underdeveloped. Improvements in pupils’ attainment and progress have not been rapid enough. Standards, particularly in writing, are too low. The governing body are not tenacious enough in holding leaders to account for pupils’ progress or the impact of additional funding including the pupil premium. Teachers do not consistently plan lessons that meet the needs of pupils of different abilities. Too often, the least and most able do not make the progress that they should. The quality of teaching and learning in key stage 1 is not consistently good. Too often, teachers are not precise enough in identifying pupils’ next steps in learning. Pupils do not make the progress they are capable of in key stage 1 in reading, mathematics and particularly writing. There are too few opportunities to develop and apply basic skills. The strong progress that children make in the early years is not continued. By the end of key stage 1, too few pupils make the progress they should to achieve at greater depth in reading, writing and mathematics. Disadvantaged pupils do not make strong enough progress to attain as well as they should. The school has the following strengths Leaders and staff have a strong commitment to the well-being and personal development of pupils. There is an ethos of care in the school. Relationships are very positive. Staff are good role models. Pupils behave very well at all times of the school day. They are respectful and well mannered. Pupils have positive attitudes to learning. Children make a good start to their education in the early years. Most pupils make good progress from their individual starting points.