St Paul’s CofE Infant School

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About St Paul’s CofE Infant School


Name St Paul’s CofE Infant School
Website http://www.stpaulstongham.com
Inspections
Ofsted Inspections
Headteacher Mr Tom Hilyard
Address East Ring, The Cardinals, Farnham, GU10 1EF
Phone Number 01252400222
Phase Primary
Type Voluntary controlled school
Age Range 4-7
Religious Character Church of England
Gender Mixed
Number of Pupils 86
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school? '

Courage, compassion and community' are the values at the heart of this inclusive school.

Everyone at the school wants the very best for pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils benefit greatly from the improved school curriculum. They are now achieving well.

The youngest children get off to a flying start. They learn routines quickly and how to manage their emotions effectively. Pupils are happy and feel safe and secure.

Pastoral care is strong and ensures that pupils' physical and mental well-being is a priority. Pupils trust staff to help with any worries or disagreements. They understand the importance of ...treating everyone fairly.

Expectations for learning and behaviour are high and most pupils try their very best throughout the school day. Pupils rightly take pride in their achievements. They are confident in sharing their thoughts and points of view.

They learn how to embrace and value everyone, as well as themselves.

The school encourages pupils to develop their interests and talents. It provides a wide range of visits, visitors and special events, which pupils, parents and carers appreciate.

Parents recognise the many strengths of the school and comment on the positive changes made by the new leadership team.

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

All at the school are resolute and united in their ambition to provide a high-quality education for all pupils. The school has ensured that the curriculum is broad and ambitious.

The important knowledge and skills that pupils should learn in each subject from the first day they start school are identified clearly. In mathematics and history, for example, the small steps that build over time are carefully sequenced and considered. The school ensures that what pupils learn is relevant and meaningful.

However, in some subjects, the delivery of the planned curriculum is not as consistent as it could be. This means that there are gaps in pupils' knowledge that are not closed as quickly as they could be.

Pupils with SEND are fully included in all aspects of school life.

Any additional needs a child might have are identified quickly. The school supports staff effectively so that they know and understand how best to help pupils with SEND. Tailored support makes sure that these pupils have access to the same learning as others and achieve as well as they can.

Pupils with more complex needs have well-considered plans in place and receive appropriate support.

The early years learning environment is welcoming and engaging. The early years staff team promotes children's communication and language and their mathematical development well.

The school continues to prioritise reading. The new phonics programme is well organised and structured. It begins as soon as children start in Reception Year.

Children quickly learn new sounds. Each day, pupils enjoy listening to the carefully selected books that enthusiastic staff read to them. Most pupils who find reading difficult receive effective help.

However, some have limited opportunities to read books that match the sounds that they know. Leaders have plans in place to address this effectively.

Pupils learn how to regulate their emotions, take turns with equipment and settle into school routines from Reception Year onwards.

Most pupils are respectful and polite. Pupils with complex social and emotional needs get the support needed to be successful. A small group of pupils sometimes struggle to focus in the classroom and, as a result, can miss out on key instructions and learning.

The school understands the importance of good school attendance. It is working well with a small number of families to improve the attendance of pupils who miss too much time at school.

The school promotes pupils' personal development in many ways.

Pupils know the importance of healthy eating and regular exercise. They understand the importance of positive relationships and how they are made. They take their responsibilities seriously, particularly in helping others and in the choices they make to improve areas of the school.

Many pupils enjoy a range of clubs, including gymnastics and music. There is a focus on developing the skills that pupils need to keep themselves safe, including when online. Pupils enjoy learning songs and playing instruments, which they perform enthusiastically to others in the local community.

Leaders fulfil their responsibilities well. They provide appropriate support and challenge. Staff are very proud to work at this school.

They appreciate the help they receive to improve professionally and maintain their well-being. Parents are overwhelmingly positive about the school and are grateful for the individual care shown to their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small group of pupils who are struggling to learn to read are not catching up as quickly as they could. This means that they are not as prepared as they could be for the next stage of learning. The school should continue to embed the phonics programme and provide further opportunities for these pupils to be successful.

• In a small number of subjects, the curriculum is not yet taught consistently well. As a result, some pupils are at risk of not learning and remembering important knowledge. The school should continue to improve the delivery of the planned curriculum so that pupils can achieve highly across all subjects.

• A small group of pupils do not always show positive attitudes to their learning. They disengage in lessons and are at risk of falling behind. The school should help these pupils to learn the skills needed to access all the learning opportunities available.

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