Freegrounds Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Children make good progress across the school as a result of good and better teaching. Teachers benefit from good feedback on their teaching.

Teaching is consequently good with increasing numbers of outstanding lessons being seen. Children get off to a good start in the Early Years Foundation Stage. They settle well because of the positive relationships that exist, and achieve well as a result of good teaching.

The behaviour and safety of pupils are outstanding. Pupils are sociable and courteous and show high levels of respect for adults and their peers. Leadership responsibilities have been very well distributed and all have a role in c...hecking the work of the school.

There is good teamwork with leaders committed to focusing on improving teaching and pupils' outcomes. The curriculum is good. Pupils say they have exciting things to do and that they benefit from imaginative 'hooks', such as trips, which get their early attention and motivate them.

It is not yet an outstanding school because: There is still room for further improvements to teaching so that even more outstanding teaching is seen. Insufficient attention is given to how the external area in the Early Years Foundation Stage can reinforce childrens' literacy and mathematical skills. Additionally, there are missed opportunities for pupils to interact with aspects of information and communication technology.

There is also a need for teachers to remind pupils of and give them opportunities to apply, their knowledge of linking sounds and letters (phonics) in all subjects. Not all leaders and managers have sufficient knowledge of assessment data to give them an overview of pupils' attainment and progress. This makes it difficult for them to identify where the curriculum should be adapted to best meet the needs of pupils.

Leaders do not always identify clear and specific criteria against which they can more easily measure the success of any changes they introduce. Leaders do not always feed back to learning support assistants after checking on their work.

Information about this school

The school is larger than the average sized infant school.

There are more girls than boys when compared to the national average. The proportion of pupils supported under pupil premium funding, which provides additional funding for pupils known to be eligible for free school meals, children from service families and looked after children, is well below the national average. There are no service family pupils at the school.

The proportion of disabled pupils and those with special educational needs supported through school action is below average. Similarly, there is a below average proportion of pupils at school action plus or with a statement of special educational needs. The main needs of these pupils relate to speech, language and communication needs.

The majority of pupils come from a predominantly White British background. The next largest minority ethnic group consists of pupils who come from an Asian-Indian background. Since the last inspection the school has appointed a new headteacher who is currently taking a leave of absence and is expected to return shortly.

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