Frant Church of England Primary School

About Frant Church of England Primary School Browse Features

Frant Church of England Primary School


Name Frant Church of England Primary School
Website http://www.frantcep.e-sussex.sch.uk
Ofsted Inspection Rating Good
Inspection Date 18 June 2012
Address Church Lane, Frant, Tunbridge Wells, East Sussex, TN3 9DX
Phone Number 01892750243
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 105 (52% boys 48% girls)
Number of Pupils per Teacher 17.9
Local Authority East Sussex
Percentage Free School Meals 4.1%
Percentage English is Not First Language 0%
Persisitent Absence 7.4%
Pupils with SEN Support 15.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Frant is a smaller-than-average sized Church of England village primary school. It moved into brand new premises in January 2011. The percentage of pupils who are known to be eligible for free school meals is below average. The vast majority of pupils are of White British heritage. The proportion of pupils supported by school action plus or with a statement of special educational needs is below that found nationally. The school is organised in four mixed-age classes. There are more girls than boys in the school. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has Eco school status.

Key findings

Frant is a good school. It has a strong ethos and almost all pupils are happy in school. An overwhelming majority of parents and carers are very positive about the school and agree that it provides good levels of care for pupils. The school is not yet outstanding because the quality of teaching, is not leading to outstanding achievement in some aspects of learning, most notably in writing. Pupils’ achievement is good. Attainment is above average by the end of Year 6. Pupils have high-level speaking and listening skills. Progress is good in reading and mathematics but not all boys are making as rapid progress as girls in writing. Boys are beginning to respond well, however, to new initiatives to make writing tasks more interesting. Disabled pupils and those with special educational needs are provided with effective support and most achieve well. The quality of teaching is good. It makes a strong contribution to pupils’ academic achievement and very well-developed personal skills. Learning is at its best when teachers provide tasks that are interesting, interactive and which challenge pupils to think independently. However, teachers do not consistently use probing questions which require pupils to express their ideas in depth. Marking is regular but teachers sometimes do not provide sufficient specific guidance about how pupils can improve their work. The behaviour and safety of pupils are outstanding. Very warm relationships, based on mutual respect between adults and pupils, underpin pupils’ willingness to engage in their learning. Bullying is rare and almost all pupils feel very safe in school. Almost all parents and carers are very positive about behaviour. Leadership and management, including the management of performance, are good. Leaders are clear about the school’s strengths and of areas in need of development, including in teaching. They identify areas for improvement when monitoring lessons. However, these points are not always followed up rigorously enough by leaders and managers in subsequent interventions.