|Name||Merrow CofE Controlled Infant School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||02 February 2011|
|Address||Kingfisher Drive, Merrow, Guildford, Surrey, GU4 7EA|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Percentage Free School Meals||7%|
Information about the school
Merrow C of E Controlled Infant School is smaller than the average primary school. Pupils come predominantly from White British backgrounds. The remainder come from a range of ethnic backgrounds. The proportion of pupils who speak English as an additional language is below the national average, as is the proportion of pupils with special educational needs and/or disabilities. The proportion of pupils known to be eligible for free school meals is below average. The school holds the Healthy Schools award and Activemark.
Merrow C of E Infant is an outstanding school. As a result of her highly committed approach to leadership, the headteacher has created an excellent team spirit among all the teaching and support staff. This factor, combined with the outstanding quality of pastoral care, has been the key to the school’s success. Reflecting inspection findings, as well as very positive views expressed by parents and carers, one parent wrote, ’The school has a very special atmosphere, where the children are incredibly well looked after, cared for and taught. The staff are dedicated to providing the best education for each and every child. The headteacher leads her team in a quiet and confident manner. The children are well-behaved but they are also excited and inspired by learning about the world around them.’ Effective organisation in the Early Years Foundation Stage and careful assessments of individual children enable children to make good progress as soon as they arrive in the school. This good start is built on very well, so that pupils continue to make good progress overall, and by the time they leave the school at the end of Year 2, pupils’ attainment is high. Pupils with special educational needs and/or disabilities also make good progress, in line with their peers. That said, progress is, at times, a little uneven across some groups. For example, a few more-able pupils do not always make as much progress as they are capable of, especially in reading. The school’s capacity to sustain improvement is good. The headteacher, senior leaders and the governing body have an accurate picture of the school’s strengths and improvement needs. The progress made by individual pupils is regularly monitored by teachers and senior leaders so that support is successful in sustaining good progress. However, while the use of data to monitor and support individual pupils’ progress is well embedded, there is insufficiently rigorous analysis of trends in the progress made by different groups of pupils to even out any differences. This means that planned initiatives are not always sufficiently focused to accelerate the pace of school development. The issues for improvement from the last inspection have been addressed in full. For example, the curriculum has been developed very well by developing links between subjects to ensure that learning is exciting, meaningful and highly engaging. The imaginative curriculum offers a broad span of worthwhile experiences, with excellent enrichment from a large range of visits and visitors. The overall quality of teaching is good, and sometimes outstanding. Lessons are carefully planned to make sure that activities are appropriately challenging and that all pupils enjoy learning. At times, however, questioning is not used to fully challenge and extend all pupils, particularly the more-able pupils. Pupils’ personal development and their wider educational outcomes in art and music, for example, are excellent, while sporting activities are much enjoyed by pupils. Relationships between staff and pupils are close, warm and trusting. Pupils feel completely safe when they are at school and their adoption of healthy lifestyles is outstanding. Pupils’ high attainment and their ability to work independently mean that they are exceptionally well prepared for the next stage of their education. Throughout the school, pupils are active and enthusiastic learners. Their impeccable behaviour and highly responsible attitude to a range of roles and responsibilities make an excellent contribution to learning and to the school community. ..