|Name||Furze Platt Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 September 2014|
|Address||Oaken Grove, Maidenhead, Berkshire, SL6 6HQ|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Local Authority||Windsor and Maidenhead|
|Percentage Free School Meals||10.2%|
Information about this school
Furze Platt Infant School is an average-sized school. The proportion of pupils known to be eligible for support through pupil premium is lower than the national average. Pupil premium is additional funding provided by the government for disadvantaged pupils. The proportion of disabled pupils and those with special educational needs on the school roll is below average. The large majority of pupils are of White British heritage.
Summary of key findings for parents and pupils
This is a good school. Children have a successful start to school. They enter the Early Years Foundation Stage with skills and abilities similar to those expected nationally. As a result of the good support they receive and the stimulating learning environment they make good progress which continues throughout Years 1 and 2. High proportions of pupils make more-than-expected progress in reading, writing and mathematics. Teaching is typically good. Both teachers and teaching assistants have high expectations for pupils’ learning and behaviour. Pupils say that the teachers make learning fun. Pupils have good attitudes to learning and usually behave well around the school. Pupils are proud of their school and say that they feel safe. Parents also consider that the school cares well for their children. Leaders, including the headteacher, provide clear direction for the school, resulting in above-average standards. The governing body has a good understanding of the school’s strengths and areas for development. They support and challenge the school effectively. It is not yet an outstanding school because : Middle leaders are not yet fully accountable for the progress of pupils in their areas of responsibility. There is a small gap between the attainment of disadvantaged boys in writing when compared to that of other pupils in the school. Pupils do not have enough chances to respond to teachers’ feedback on their work.