|Name||Onslow Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 June 2017|
|Address||Powell Close, Onslow Village, Guildford, Surrey, GU2 7DD|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||6%|
|Pupils with SEN Support||7.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school has expanded since the previous inspection. There are now three classes in each year group. The headteacher joined the school in September 2015 and the deputy headteacher was appointed to her role in September 2016. Around one third of pupils are from minority ethnic groups. Just under a quarter of pupils speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is slightly higher than the national average. The proportion of pupils who are disadvantaged is smaller than that found in schools nationally. The school operates a morning club that provides childcare before school each day. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Parents appreciate the friendly family feel of the school. They are overwhelmingly positive about the education and care their children receive at Onslow Infant School. The school’s culture of ‘nurturing confidence, curiosity and creativity’ is very evident. Pupils really enjoy their learning and are well prepared to go confidently on to the next stage of their education. Children make a positive start to their education in the early years. Good teaching and well-organised indoor and outdoor learning areas help children to make good progress. Since her appointment, the headteacher has led improvements in the quality of teaching. She has halted a decline in standards and pupils now make good progress. Across the curriculum most groups of pupils, including those who are disadvantaged or who have special educational needs and/or disabilities, are now making faster progress. Leaders are tackling vigorously the poor attendance of a minority of pupils. Persistent absence has halved but there is more work to do to improve attendance for some groups of pupils. The curriculum is broad, balanced and interesting. In addition to their usual lessons, pupils enjoy a wide range of special learning opportunities that generate extra inspiration and enthusiasm. Safeguarding is effective. Leaders are relentless in their work to keep pupils safe. Pupils behave well in class and around the school. They play well together and care for each other. Leaders, including those responsible for the early years and for pupils who have special educational needs and/or disabilities, are having a positive impact on improving teaching and raising standards. Governors did not challenge previous leaders when standards fell. They are still not focused enough on raising standards quickly for all groups of pupils, including those who are disadvantaged. There are a few remaining inconsistencies in the quality of teaching. As a result, the most able pupils do not regularly receive challenging work.