Froxfield Church of England Primary and Pre-School

About Froxfield Church of England Primary and Pre-School Browse Features

Froxfield Church of England Primary and Pre-School

Name Froxfield Church of England Primary and Pre-School
Ofsted Inspection Rating Good
Inspection Date 18 November 2014
Address High Cross, Froxfield, Petersfield, Hampshire, GU32 1EG
Phone Number 01730827251
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 105 (50% boys 50% girls)
Number of Pupils per Teacher 20.4
Local Authority Hampshire
Percentage Free School Meals 4.7%
Percentage English is Not First Language 1.9%
Persisitent Absence 4.3%
Pupils with SEN Support 14.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a much smaller than average-size primary school. The proportion of pupils for whom the school receives the pupil premium (additional government funding for children in the care of the local authority and pupils known to be eligible for free school meals) is much lower than the national average. The proportion of disabled pupils and those who have special educational needs is below average. Almost all pupils are from White British backgrounds. Reception children attend full time. There were too few pupils in Key Stage 2 to be able to report on whether the school meets the government’s floor standards, which set minimum expectations for pupils’ attainment and progress in reading, writing and mathematics in Year 6. The school has a breakfast club managed by the governing body. The school has the option for pupils to attend Robin’s Oak Primary Behaviour Support for short periods of time to help with their behaviour. Froxfield CofE Primary became a primary school on 1 September 2013. Previously, the school was Froxfield CofE Infant School. There are a very small number of pupils in each year group in Key Stage 2.

Summary of key findings for parents and pupils

This is a good school. The headteacher provides very strong leadership for the school. As a result, she has successfully improved the quality of teaching so that it is now consistently good. The governing body is effective at holding the school to account and ensuring that standards continue to improve. The progress made by all groups of pupils across the school in reading, writing and mathematics is good. The adults in school work successfully as a team to ensure that pupils make good progress and thoroughly enjoy coming to school. School self-evaluation and action planning are accurate and rigorous. The headteacher knows the school very well and there is very strong capacity for further improvement. The curriculum is stimulating and successfully meets the needs of the range of age groups in each class. Additional adults are used very effectively to support individuals and groups of pupils, ensuring that they make effective progress. The school’s values of respect, love and courage underpin the school’s philosophy and the effective provision for spiritual, moral, social and cultural education for the pupils. Pupils’ behaviour is good. Pupils are polite, well mannered and courteous. Pupils have great respect for the adults in their school. New pupils joining the school are made to feel very welcome, are well supported if they have additional needs and, because of this, make good progress. Pupils are safe and secure in school. Bullying is rare and pupils know that they could speak to any adult in school if they are concerned. Provision in the early years is good. Children cooperate well, enjoy their learning and make rapid progress. Senior and middle leaders successfully lead their areas of responsibility, giving support to their colleagues and ensuring that pupils make effective progress. It is not yet an outstanding school because : Some teaching does not always help pupils to correct their work or make the improvements that their teachers suggest. Occasionally, teaching does not always ensure that work for the most able pupils is hard enough to ensure they make the best progress. Pupils are not always encouraged to work things out for themselves.