Fetcham Village Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at the school. They are well cared for, enjoy their learning and like spending time with their friends.

Relationships between staff and pupils are strong, which ensure that the pupils feel safe. Pupils know they can rely on staff to help if they have any worries.

The school expects pupils to live out its core values of being 'kind, honest, curious, brave, trying our best and working together'.

Over their time at the school, pupils' wider personal development is supported exceptionally well. They are given the skills they need to get on very well together and be ready for the next stage in their education. Older pupils relish taking on le...adership roles, such as being 'playground pals' for younger ones.

The school's high expectations for pupils' academic achievement are largely realised. Staff do a good job in enabling the youngest pupils to build key knowledge and good habits for learning as they then move through the school. High levels of attendance help pupils benefit from what the school offers.

On a typical day, there is a buzz of lively learning and play. This culminates in Friday assemblies, where the week's achievements are celebrated. Parents and carers are fulsome in their praise for the school's work.

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

The school ensures pupils gain knowledge in a structured order in the early years. The curriculum covers the required areas of learning well. Effective use is made of inside and outside areas.

Staff help pupils form useful connections between areas of learning to help them remember it. For example, pupils really enjoyed applying learning about the 'Three Billy Goats Gruff' to their physical development as they constructed bridges with trolls beneath. Staff plan pupils' learning equally carefully as they move through key stage 1.

They sequence new knowledge in subjects so it builds on what pupils already know.

The school checks on pupils' achievement in the early years and key stage 1 effectively. Staff use the information well to plan teaching, target support and identify pupils with special educational needs and/or disabilities (SEND).

The school prioritises reading. Skilled teaching of phonics in developing pupils' understanding of letters and the sounds they represent supports pupils well. Staff track carefully pupils' development as they move into independent reading.

They support any who are falling behind so that these pupils catch up. The school works hard to develop pupils' love of reading. Staff encourage pupils' reading in subjects across the curriculum and are developing further the school's already well-used library.

Staff are well prepared for teaching. They usually introduce new learning in ways that enable pupils, including those with SEND, to learn well. For example, Year 2 pupils played detectives as they questioned evidence sources about early aviators in history.

This activity required them to reflect back on past learning, which helped embed their knowledge. Staff engage pupils in discussions which make them think carefully. Typically, staff check that pupils understand new learning and adapt their approaches if pupils need more help.

Occasionally, this is not the case and some pupils' lack of understanding is not identified and remedied.

The school helps pupils behave well. Early years staff sensitively enable pupils to develop good habits for learning.

In both the early years and in key stage 1, staff consistently apply the school's expectations. They support pupils to make the right choices and learn from times when they get it wrong. Most pupils follow expected routines, applying themselves well to learning.

However, at times the tasks designed by staff do not enable some pupils to sustain their focus well enough and achieve as much as they could.

High pupil attendance reflects the school's strong focus and careful monitoring. Staff work well with parents whose children's attendance is a concern, providing support to bring about improvement.

Pupils' personal development is outstanding. The school provides a rich personal, social, health and economic education programme, coupled with learning across subjects and reinforced in assemblies. Pupils learn to be highly respectful and supportive of each other.

They readily accept the range of family backgrounds they come from. Older pupils keenly take on responsibilities. Pupils enjoy the very many opportunities for creativity and for learning about the world around them.

They show a deep understanding of the need to exercise and eat well.

Leaders know well the school's strengths and areas for improvement. They target development where it is most needed, for instance working hard in recent years to improve reading.

Staff are well supported by leaders. The school engages closely with parents. They say they are very well informed about their children's progress and praise the way any concerns are responded to.

Governors are a dedicated group. They monitor the school's work carefully, providing a good balance of challenge and support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always check that all pupils have understood new learning. This means misconceptions are not consistently addressed for those pupils who need further clarification, which hinders some pupils' achievement. The school should support staff in making sure they fully check pupils' understanding and provide additional support.

• At times, classroom activities do not enable all pupils to sustain their focus on learning. This means some miss out on key knowledge required to support their next steps. The school should consider more carefully how they implement the curriculum where pupils find it hard to maintain concentration.

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