|Name||Manor Farm Community Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 June 2011|
|Address||Rose Avenue, Hazlemere, High Wycombe, Buckinghamshire, HP15 7PH|
|Religious Character||Does Not Apply|
|Number of Pupils||219 (58% boys 42% girls)|
|Number of Pupils per Teacher||21.9|
|Percentage Free School Meals||5.5%|
|Percentage English is Not First Language||10%|
Information about the school
This average-sized infant school is attended by pupils from a wide variety of backgrounds. The proportion of pupils known to be eligible for free school meals is below average. A below average proportion – 10% – of pupils have special educational needs and/or disabilities relating to speech and language difficulties. Five per cent of pupils are of Pakistani heritage; none is at the early stages of acquiring English as an additional language. The governing body has recently taken over an after-school club which runs daily and is attended by 112 children.
This is a good school with several areas of notable strength which include: high levels of achievement by all groups in speaking and listening and reading consistently high quality teaching of reading, especially guided reading the very effective care, guidance and support given to pupils and their outstanding knowledge of keeping safe outstanding behaviour of all groups of pupils pupils’ excellent relationships with teachers the rapid progress made by pupils with special educational needs and/or disabilities pupils’ strong spiritual, moral, social and cultural development excellent partnerships with parents and carers. The school is well led and managed by the headteacher and senior staff, who have ensured good progress since the previous inspection. Governance is good and the governing body knows the school’s strengths and areas for development ensuring that the school provides value for money. Pupils’ achievement is good overall, as is progress in writing and mathematics. Teaching is good, but not all teachers use assessment information thoroughly in lessons to challenge more-capable pupils. In addition, whilst marking is generally effective, it does not always identify for pupils the next steps of learning. The school effectively promotes community cohesion and has good capacity for sustained improvement.