Badshot Lea Village Infant School

Inspection of Badshot Lea Village Infant School Badshot Lea Road, Badshot Lea, Farnham, Surrey GU9 9LE

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 25 and 26 March 2025

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What is it like to attend this school?

This school is at the heart of its community. Staff know the pupils and their families well. It is a very happy, friendly and safe place in which to learn. Pupils enjoy attending school, and there is a strong sense of belonging. Parents and carers are overwhelmingly happy with the schooling their children receive.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Pupils live up to these. They enjoy the subjects they study and the opportunities that the school provides. In lessons, pupils work hard, achieve well and reach the school’s high expectations. This includes pupils with special educational needs and/or disabilities (SEND). Pupils with more complex SEND are expertly considered to enable them to thrive.

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What is it like to attend this school?

In lessons and around school, pupils behave well. They greet each other and their teachers warmly. Movement around the school is very orderly. Pupils are polite and respectful towards each other, school staff and visitors.

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What is it like to attend this school?

Pupils experience many opportunities to develop their understanding of the world around them. A range of educational trips, visitors to school, clubs and events helps to bring learning to life and expand pupils’ cultural experiences. Pupils learn about keeping safe, including road safety and when they are online.

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

The school provides a rich, exciting curriculum. The curriculum identifies what pupils are expected to learn in each subject by the end of Year 2. It takes into account the mixture of single-age and mixed-age classes very well. In reading, writing and mathematics, the curriculum is particularly well sequenced. However, in some other subjects, the precise knowledge the school expects pupils to learn is not always as clearly defined. This means pupils do not build their knowledge, skills and vocabulary as well as they could.

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

The school fosters a love of reading. Children become rapidly familiar with the language and routines of the phonics programme in the Reception Year. They are excited to learn new sounds and become confident and enthusiastic readers. The school diligently tracks the progress pupils make as they learn their phonics. As a result, staff ensure that the books given to pupils to read match their reading ability very well. If a pupil is at risk of falling behind with their phonics, staff ensure they get extra help to catch up swiftly.

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

Across the school, there is a broad and balanced curriculum that enables pupils to develop their knowledge and skills. In mathematics, teachers model concepts clearly using appropriate resources. This helps pupils to understand number and other areas of mathematics. Pupils in Year 1, for example, understand how to find odd and even numbers.

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

The school has created a highly inclusive and nurturing environment where every pupil is welcome. Pupils with SEND are supported in their learning and achieve very well. The school has robust systems to identify pupils’ needs promptly and accurately. It sets 25 and 26 March 2025

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important milestones to track how well pupils with SEND progress through the curriculum. Teachers adapt lessons to ensure pupils with SEND have their individual needs met. Additionally, the school provides high-quality and well-focused pastoral support.

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Pupils understand and typically follow the school’s high expectations for behaviour. While some pupils call out unnecessarily or are disengaged from their learning for short periods, staff typically deal very effectively with this. Pupils play happily together on the playground. They say that other children are very kind and caring. Attendance is a high priority. The school has effective systems in place to check attendance. Staff engage with families to provide constructive support when needed.

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The personal development programme is very carefully considered. The school carefully ensures that all pupils access the school’s wider offer. The school ensures that pupils gain a secure understanding of healthy and respectful relationships. Pupils learn about the different faiths, cultures and families in modern Britain. They know about the importance of understanding the needs of others and that everyone should be treated fairly. One pupil maturely reflected on how pupils feel by saying, ‘Wouldn’t it be boring if we were all the same?’

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School leaders and governors are resourceful and reflective in moving the school forward. They provide effective staff training that supports school improvement. The processes and policies that governors expect staff to implement are enacted well typically. Staff are incredibly happy and proud to work at the school. They feel very valued and appreciated.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects in the wider curriculum, the school has not identified the precise knowledge, skills and vocabulary it wants pupils to learn at each stage. As a result, pupils do not learn and remember important information as well as they could in these subjects. The school needs to identify the most important knowledge that all pupils need to know and remember in each subject and put these into a logical sequence to meet the curriculum’s ambitious endpoints.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 25 and 26 March 2025

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 23 October 2019, under section 8 of the Education Act 2005.

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Information about this school

 The school has a specially resourced provision for pupils with SEND. This currently has a capacity for 13 pupils with autism and/or social communication difficulties.  The school runs its own before- and after-school wraparound care.  The school does not currently use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic 25 and 26 March 2025

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began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: reading, mathematics and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  Inspectors met with the headteacher and other leaders in the school. The lead inspector also met with members of the governing board, including the chair, and an representative from the local authority.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interests first.  The inspectors reviewed a range of the school’s documentation, including self- evaluation reports, minutes of governing body meetings and behaviour incident logs.  The inspectors considered the views of parents shared through Ofsted Parent View, and an inspector also spoke with parents on the first day of the inspection.  The views of staff were gathered through interviews and discussions conducted throughout the inspection and the staff survey.  Inspectors gathered pupils’ views throughout the inspection, including through classroom visits and group discussions, as well as at playtime and lunchtime.

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Inspection team

Chris Parker, lead inspector His Majesty’s Inspector

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Inspection team

Maria Roberts Ofsted Inspector 25 and 26 March 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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