Frogmore Infant School

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About Frogmore Infant School

Name Frogmore Infant School
Ofsted Inspections
Headteacher Mrs Jill King
Address Green Lane, Frogmore, Camberley, GU17 0NY
Phone Number 01252872601
Phase Primary
Type Community school
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 170
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils value the support they get in this warm and caring school. Leaders encourage everyone to live out the school values of care, curiosity, excellence, honesty, persistence and respect at all times.

For example, Year 2 pupils learn how to show care through leading play activities for the younger children in Reception.

Kindness is key at Frogmore. Relationships between adults and pupils are strong.

When pupils are upset, adults are quick to respond. All pupils learn how to recognise and respond appropriately to bullying. While bullying is rare, adults deal with it well.

They take a personalised approach to helping pupils appreciate their difference...s and resolve conflict.

Leaders really want to engage families in their children's learning. Parents value regular events to come into school to see their children's achievements.

This enables pupils to become confident communicators through showcasing their successes.

Leaders want all pupils to be active citizens who make a positive contribution to society. Pupils learn about the importance of giving through organising support for charities and by providing entertainment for a lunch club at the local church.

Year 2 pupils also enjoy educating the whole school community about environmental issues by producing and distributing detailed information packs.

What does the school do well and what does it need to do better?

Leaders are clearly ambitious for all pupils to learn a broad curriculum and to achieve well. Expectations for pupils, including those with special educational needs and/or disabilities (SEND), are high.

In the strongest subjects, for example design and technology (DT), knowledge is clearly identified and organised into a coherent sequence right from the start of Reception. Teachers know exactly what to teach and how to support pupils effectively to achieve well.

However, the curriculum is at various stages of development.

In some subjects, for example in history, the precise knowledge that pupils need to learn is not yet identified in full. This means that pupils do not always remember their learning confidently. However, leaders know exactly what they need to do to ensure every subject is well considered and carefully planned.

In some subjects, teachers' subject knowledge is secure. They plan activities that help all pupils, including those with SEND, to achieve well. For example, in music, teachers revised previously learned musical vocabulary at the beginning of a lesson and then made sure that pupils used this vocabulary to explain their ideas about a piece of music they were listening to.

However, in some other subjects, leaders have not yet ensured that teachers have had the training they need to help pupils remember their learning confidently. This means that pupils find it more difficult to apply what they know to new learning.Leaders clearly prioritise reading.

Teachers promote a love of books. They read interesting and engaging texts to pupils regularly. Leaders have ensured that all pupils experience highly effective teaching that helps them learn to read right from the start of Reception.

Pupils who find reading more difficult receive strong adult support. This ensures that these pupils get the help they need to keep up with their classmates.

Pupils behave well.

They are polite and well mannered around the school. In lessons, pupils generally focus well. In Reception, adults have made a good start to establishing clear routines.

Children know exactly what they need to do at key times of the day, for example when getting ready for story time or when they want to eat a snack.

Leaders provide a wide range of opportunities to support pupils' personal development. As soon as children join the school in Reception, they learn about the importance of living a healthy lifestyle.

Clubs on offer including football, cooking, art and construction help to foster pupils' individual talents and interests. Leaders have prioritised helping pupils to appreciate the awe and wonder of nature. Pupils see and care for new life through watching ducklings hatch and grow.

They learn about seasonal changes through regular nature walks. Opportunities are also sought to use real life examples to enhance the curriculum. For example, prior to constructing a model castle in DT, pupils visit Windsor Castle to gain useful knowledge to help them develop their own ideas in school.

Leaders and governors work in partnership to improve the school. Governors routinely challenge leaders about the quality of education they provide. Staff feel valued.

They say that leaders support them well to do their best for the pupils in the school. Parents are also incredibly supportive of the school. As one parent stated, 'Staff are passionate about supporting all children to be the best that they can be.'


The arrangements for safeguarding are effective.

Leaders have established a strong culture of vigilance. All relevant checks are carried out to ensure staff are safe to work with children.

Safeguarding training is detailed and regular. Leaders check staff knowledge and make sure that all adults know what to do if they have any concerns about a pupil. Leaders act swiftly to ensure that all pupils and their families get the help they need when they need it.

Leaders make referrals to external agencies when necessary to keep pupils safe from harm.

Pupils learn how to keep themselves safe. They have an age-appropriate knowledge of how to stay safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not yet identified and sequenced all of the key content that teachers need to teach. This means that pupils are not always able to make links between concepts securely enough, so that they build knowledge systematically. Leaders need to continue to review and refine the curriculum so that pupils can achieve well across every subject.

• Teachers' pedagogical knowledge is not yet consistently strong across all subjects. This means that teachers do not always use the most effective strategies to help pupils remember what they have learned. Leaders need to strengthen teachers' pedagogical knowledge to ensure that pupils remember the intended curriculum well.

Also at this postcode
Just Like Home Tadpoles Community Pre-School Frogmore Junior School

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