Foxes Piece School


Name Foxes Piece School
Website http://www.foxespiece.co.uk
Ofsted Inspection Rating Good
Inspection Date 13 September 2017
Address Newfield Road, Marlow, Buckinghamshire, SL7 1JW
Phone Number 01628483455
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 219 (55% boys 45% girls)
Number of Pupils per Teacher 16.8
Local Authority Buckinghamshire
Percentage Free School Meals 27.4%
Percentage English is Not First Language 12.8%

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. There are seven classes, with two for the current Year 5. The Reception class is full time. There is no provision for two-year-olds. The proportion of pupils known to be eligible for the pupil premium is higher than the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The majority of pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The school runs a before-school club. It does not provide breakfast, but parents can drop off their children early in the morning. A large number of pupils enter the school at various times throughout the school year. They enter all year groups. For example, in Year 5, a quarter of the pupils have joined the school in the last three years. At the time of the previous inspection, the headteacher had only been in post for a few months. Since the previous inspection, the school has expanded the senior leadership team. In 2016, the school met the government’s current floor standards. These are the expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school currently does not use alternative provision.

Summary of key findings for parents and pupils

This is a good school The school has improved since the last inspection. The headteacher provides dedicated leadership. Her staff work well as a team. They have designed an interesting and varied curriculum. Teaching is good. Staff plan lessons carefully and have high expectations about what pupils can achieve. As a result, most groups of pupils make good progress from their starting points. A few disadvantaged pupils make outstanding progress. Subject leaders regularly check the quality of learning in their areas of responsibility. They ensure that staff are well trained to accurately assess pupils’ progress. Pupils are keen to learn. They behave well. They enjoy taking on responsibilities, such as those of school councillor and mathematics ambassador. Pupils feel confident and safe in school. They say that there is little or no bullying. Most parents are pleased with the school. They say that staff are regularly available to listen to any concerns. Children get off to a good start in the early years because of good teaching. They make good progress and are well prepared for their learning in Year 1. Governors provide effective challenge to school leaders. They know about the quality of teaching. They make effective use of additional funding. Some pupils who have special educational needs and/or disabilities do not make enough progress in mathematics. This is because : teachers do not give them the right level of work. The most able pupils in key stage 1 do not have enough opportunities to write at length and in greater depth.