|Name||Maple Infants’ School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 October 2014|
|Address||Maple Road, Surbiton, Surrey, KT6 4AL|
|Religious Character||Does Not Apply|
|Number of Pupils||317 (48% boys 52% girls)|
|Number of Pupils per Teacher||22.5|
|Percentage Free School Meals||8.6%|
|Percentage English is Not First Language||36.3%|
Information about this school
This is a larger than average-sized infant school. Most pupils are from White British backgrounds but around one in four speaks English as an additional language. This is a slightly higher proportion than found in most schools nationally. Children in early years provision attend the Nursery for either morning or afternoon sessions and then start attending school full time in the Reception Year. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is also below average. The proportion of pupils supported by the pupil premium is below average. This is additional government funding provided to give extra support to those pupils known to be eligible for free school meals and to children who are looked after.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. Their attainment is consistently above average by the end of Year 2 in reading, writing and mathematics. The Early Years Foundation Stage is good. Children get off to a good start in the early years setting and then continue to make good progress in Years 1 and 2. Good teaching helps pupils to acquire new skills quickly and to develop a love of learning. Teachers plan exciting work that engages and motivates pupils well. Pupils are well behaved and feel safe. They are friendly, sociable and articulate. They take pride in their work, and are tolerant and respectful of the needs of others. Good leadership and management have helped the school to continue to improve since its previous inspection. High levels of achievement have been sustained and the quality of teaching improved further. Leaders are not complacent. They are preparing well for the next stage of the school’s development, including its imminent expansion. The governing body supports the school well. Governors provide good levels of challenge to the other school leaders. Parents are very happy with the work of the school, especially the way that adults care for pupils. It is not yet an outstanding school because : The school’s systems for checking pupils’ achievement do not give leaders a clear enough picture of progress over time. Middle leaders and teachers have too small a role in checking whether all pupils are achieving well enough. Teachers sometimes give the most-able pupils work that is too easy for them, especially in mathematics.