Frogmore Junior School

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About Frogmore Junior School

Name Frogmore Junior School
Ofsted Inspections
Headteacher Mrs Emma Rodziewicz
Address Green Lane, Frogmore, Camberley, GU17 0NY
Phone Number 01252412862
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 221
Local Authority Hampshire
Highlights from Latest Inspection


Frogmore Junior School continues to be a good school.

The headteacher of this school is Emma Rodziewicz. This school is part of GLF Schools Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Julian Drinkall, and overseen by a board of trustees, chaired by Lynne O'Reilly.

What is it like to attend this school?

This is a happy, inclusive school. Warm relationships permeate all aspects of school life. Pupils feel safe and know that staff always listen to them.

Their voice matters. Staff put their pupils at the heart of every action they take. There are high expectations f...or all pupils, including those with special educational needs and/or disabilities (SEND).

Typically, pupils achieve well.

Rights and responsibilities are at the centre of the school's aims. Pupils understand these very well.

A culture of respect runs through the school. Pupils make sure that lessons are productive places to be because they know everyone has a 'right to an education' and a 'right to be listened to'. Pupils strive to 'get to gold' by working hard and showing acts of kindness.

They love discovering whose name is written in the platinum book, the highest behaviour award in the school.

Pupils enjoy the leadership responsibilities they have. They take them seriously and look out for each other.

For example, pupils made sure that the new 'trim trail' is accessible for all of their friends. They are currently working with a local councillor to make the road outside the school safer.

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

The school has introduced an ambitious trust-wide curriculum for all pupils recently, including those with SEND.

The curriculum identifies knowledge and skills for each subject well. Teachers know exactly what to teach and when to teach it. They emphasise important vocabulary well in lessons, encouraging pupils to practise and use new words successfully.

On the whole, outcomes at the end of key stage 2 in English and mathematics in 2023 were in line with the national picture.

The school has high aspirations that all pupils will succeed and play a full part in school life. It identifies and considers pupils' additional needs effectively.

Teachers write precise and useful targets for pupils with SEND. They adapt learning effectively when needed. Pupils with SEND are flourishing and learning well.

Even with the curriculum being fairly new, delivery is effective. Pupils show high levels of concentration. Lessons are productive.

The school ensures that teachers are well prepared. Consequently, staff have a strong and growing level of expertise. They follow the school's agreed approach to teaching.

They present information clearly. Effective training and work with the trust's cluster schools have contributed well to this. Staff morale is high.

The trust contributes a wealth of expertise and skills. Trustees and governors are well informed about the quality of education that the school provides for pupils. Local governors carry out delegated statutory responsibilities with diligence.

Pupils remember their current learning well. Teachers check what pupils know in lessons effectively. They spot misconceptions and give clear and effective feedback to pupils.

However, pupils struggle to remember key learning over longer periods of time in some subjects. The school has not yet considered fully exactly what it wants pupils to learn in the longer term in these subjects, and how it can support pupils in securing this learning consistently well. This means pupils are not yet achieving as highly as they could in these subjects.

Reading is a priority across the school. The school has identified high-quality children's literature for pupils to read and study. These carefully chosen texts reflect the school's commitment to diversity and inclusion.

The school has a well-established phonics programme. This helps pupils who join the school still at the early stages of reading very effectively. Pupils benefit from daily phonics lessons and expert tutoring, which helps them catch up.

The school's work on pupils' personal development is a strength. Pupils debate moral and ethical issues regularly. Pupils respect the views of others, politely disagreeing if need be.

Pupils celebrate difference. They run assemblies about additional needs found in the school, such as autism and physical disabilities. Pupils say this helps them to understand their friends better.

Pupils benefit from a wide range of opportunities that develop their talents and interests well, such as clubs, trips and residentials.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the school has not identified the most important learning that pupils need to secure over time.

This limits how well teachers can check what pupils have remembered, and how well pupils know what they need to for future learning. The school should ensure that clear curricular goals are in place for all subjects so that pupils achieve highly.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in October 2018.

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