|Name||Fryern Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 December 2014|
|Address||Oakmount Road, Chandler’s Ford, Eastleigh, Hampshire, SO53 2LN|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||8.2%|
|Pupils with SEN Support||11.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fryern Infant School is smaller than the average-sized infant school and is federated with Fryern Junior School. The executive headteacher has overall leadership responsibility for both schools and she is supported by two separate heads of school. There is one governing body. Inspectors evaluated the quality of provision in the breakfast club which is managed by the governing body. The after-school club is managed by another provider and was not included in this inspection. The proportion of disadvantaged pupils supported by the pupil premium (extra funding for pupils known to be eligible for free school meals and those in local authority care) is lower than average, although it has doubled over the last two years. Most pupils are of White British heritage. The proportion of disabled pupils and those with special educational needs is lower than at most schools. One pupil receives specialist support for three mornings a week at Kepple Centre, which is located on the site of Stoke Park Infant and Junior Schools. The pupils in the Reception class all attend full time.
Summary of key findings for parents and pupils
This is a good school Pupils achieve well. By the time they leave, the standards they have reached in reading, writing and mathematics are above average. Children in the Reception class thrive because the adults have high expectations of them. Teachers know just what children need to learn well. Standards in reading are high. The most able pupils do well, particularly in reading and mathematics. Teachers and teaching assistants make learning interesting. Pupils make consistently good progress because the questions adults ask deepen their understanding. Pupils behave well. They are polite and respectful to each other and to all adults in school. The school keeps pupils safe. All members of the school community say that the school is a safe place in which to learn. The subjects pupils learn are brought alive through engaging activities and special events. Provision for pupils’ spiritual, moral, social and cultural development is exceptionally good. The school does everything it can to help pupils to grow into sensitive and caring young people. Leaders and managers have an accurate understanding of what is going well in the school and what could be improved. They take effective measures to raise standards and improve the quality of teaching. Governors are ambitious for the school. They are knowledgeable and they provide a good balance of challenge and support. It is not yet an outstanding school because : The comments teachers write when they mark pupils’ work do not always help pupils to understand what they need to do to improve. Teachers do not always make sure that pupils apply what they have learned about punctuation and spelling in all subjects. Pupils do not write at length often enough to develop their stamina and fluency.