Froebel House School


Name Froebel House School
Website http://www.froebelhouse.co.uk
Ofsted Inspection Rating Good
Inspection Date 22 January 2019
Address 5 Marlborough Avenue, Hull, HU5 3JP
Phone Number 01482342272
Type Independent
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Kingston upon Hull, City of
Percentage Free School Meals 0%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Froebel House School is a coeducational preparatory school for pupils aged four to 11, with capacity for 140 pupils. The named proprietor no longer has any direct involvement with the management of the school. The headteacher currently fulfils the functions of the proprietor. The headteacher was appointed following the last standard inspection. The school has no governors or senior leaders, apart from the headteacher, who also teaches each morning. No pupils currently on roll have a disability, a statement of special educational needs or an education, health and care plan. The previous standard inspection took place in October 2017. A subsequent progress monitoring inspection took place in June 2018.

Summary of key findings for parents and pupils

This is a good school The headteacher has taken effective action to address the weaknesses identified at the last inspection. All the independent school standards are now met. The headteacher has reinforced the high expectations of pupils’ behaviour and learning. Consequently, pupils develop very positive attitudes to school. Good teaching and a well-planned curriculum help pupils to acquire considerable knowledge. Pupils make good progress in a wide range of subjects. Pupils learn to read exceptionally well. They are proficient in numeracy. A small minority of pupils do not develop strong conceptual understanding of some aspects of mathematics. Pupils learn to write fluently and accurately. However, they are less adept at improving the grammatical structure of their sentences. The most able pupils, overall, make good progress. However, they do not consistently achieve the depth of learning, across the curriculum, of which they ought to be capable. Teachers have improved the quality of support for the less able pupils. This helps these pupils to make better progress. However, teachers do not identify with sufficient precision the needs of these pupils. As a result, pupils do not catch up as rapidly as they might. The spiritual, moral, social and cultural development of pupils is excellent. Pupils thrive in an environment that builds tremendous self- confidence and mutual respect. The school successfully delivers on its strong values. Pupils behave impeccably, developing self-discipline and exhibiting good manners. They are proud of their school. The early years provision has improved rapidly. The statutory requirements of the early years foundation stage are met. Children get off to a good start. They build on this foundation to make rapid progress in Year 1. The checks on the quality of teaching are not sufficiently well developed to bring about the truly outstanding achievement to which the school aspires. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.