|Name||Fringford Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 September 2012|
|Address||The Green, Fringford, Bicester, Oxfordshire, OX27 8DY|
|Religious Character||Church of England|
|Number of Pupils||93 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.2|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fringford Church of England Primary School is much smaller than the average-size primary school. There is a low proportion of pupils who are supported through school action, school action plus or with a statement of special educational needs. The proportion of pupils known to be eligible for the pupil premium is below average. The school meets the government’s current floor standard, which sets the minimum expectations for pupils’ attainment and progress. The on-site, privately run pre-school did not form part of this inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress across the school, leading to above-average attainment in reading, writing and mathematics by Year 6. Good teaching supports all groups of pupils well. Teachers make learning meaningful through the effective use of a range of interesting tasks and resources. There is effective one-to-one support for pupils who find learning difficult. Pupils are polite and friendly, behave well, feel safe at school and are keen to learn. Leaders, including the governors, work well as a team. They know the school’s strengths and understand what needs to be done next to make the school even better. Leaders have a positive impact on maintaining good teaching and pupils’ good achievement. Most of the parents and carers who contributed their views to the inspection are very pleased with the school. It is not yet an outstanding school because : Progress in mental mathematics is not always as fast as it could be. In a few lessons in mental mathematics, activities are not sufficiently adapted to support and challenge all pupils. Some opportunities are missed for pupils to demonstrate and extend their writing and numeracy skills when working in other subjects. Pupils are not consistently expected to act on advice given through teachers’ marking.