|Name||Fordingbridge Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 January 2019|
|Address||Pennys Lane, Fordingbridge, Hampshire, SP6 1HJ|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||8.9%|
|Pupils with SEN Support||7.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average infant school. Fordingbridge Infant School formed a federation with Fordingbridge Junior School in October 2018. The proportion of pupils supported by pupil premium funding is below average. The proportion of pupils with SEND is below the national average. The proportion of pupils with education, health and care plans is below average. Most pupils are White British.
Summary of key findings for parents and pupils
This is a good school After a decline in achievement, particularly among boys in recent years, the executive headteacher, who took up her post in October, has worked with her leadership team to secure strong teaching, learning and assessment. Leaders, including governors, ensure that the school is a learning community where relationships are rooted in mutual respect. Governors, also reorganised in October, provide challenge and support in equal measure. Governors’ work complements the school’s improvement priorities effectively. Pupils attain well at the end of key stage 1 in reading, writing and mathematics. They are well prepared for study in key stage 2. Teachers know pupils well and plan carefully sequenced lessons to extend pupils’ skills, knowledge and understanding in reading, writing and mathematics. Pupils behave well, both in class and throughout the school. They are kind, welcoming and supportive of each other. Pupils’ spiritual, moral, social and cultural development is effective. As a result, pupils are confident and well-prepared for the next stages of education. There is a strong culture of safeguarding. Pupils with special educational needs and/or disabilities (SEND) receive highly effective support tailored to meet their needs. As a result, these pupils make good progress. Leaders and governors use the pupil premium funding well. Consequently, disadvantaged pupils make good progress. Leadership of early years is effective. Staff engage children well in learning about the world around them. Consequently, children develop effective language and communication skills. Pupils enjoy physical education (PE). They make rapid progress in the development of their physical coordination through a range of well-considered sporting activities. Pupils develop strong knowledge and skills in many areas of the curriculum such as music. Staff ensure that pupils are confident to perform music in front of an audience. Some pupils in Year 1 do not understand well enough the link between letters and the sounds they represent. Pupils do not make as strong progress in some subjects in the wider curriculum, such as history and geography, as they do in English and mathematics.