Fair Oak Infant School

Fair Oak Infant School

Address: Botley Road, SO50 7AN Unique reference number (URN): 115891

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Pupils thrive and feel that they belong. This is because the school supports pupils' attendance and encourages positive behaviour well. Staff work closely with pupils and their families to maintain high levels of engagement. Overall attendance is above the national figures, including for pupils with special educational needs and/or disabilities. Attendance for disadvantaged pupils is improving rapidly. Pupils’ punctuality has also markedly improved because staff identify and remove individual barriers, working in close partnership with parents.

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Attendance and behaviour Strong standard

Pupils behave especially well, including in lessons and during social times. Bullying is rare. Pupils know that expectations of them are high and that the rules are fair. They choose to act responsibly during lessons, breaks, and lunchtimes. Their conduct is consistently courteous and respectful. Pupils demonstrate a high level of consideration for each other, staff, and visitors.

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Attendance and behaviour Strong standard

Pupils listen attentively to their teachers, follow instructions, and take pride in the work they produce. They show independence and personal responsibility. For example, pupils move confidently between areas with minimal supervision and manage routines, such as organising coats and snacks, in a mature and sensible way.

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Early years Strong standard

Children benefit from a first-class start to their education. Partnerships with parents are highly productive and valued. The early years curriculum is carefully designed to help children secure the basic knowledge that they need. Staff look to continuously learn and improve, so that children learn with increasing success. Staff check children’s understanding regularly. They use this information to inform the curriculum.

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Early years Strong standard

Leaders adapt provision expertly to meet the needs of their diverse cohorts. Staff understand children very well. This helps them to identify children who may have special educational needs and/or disabilities (SEND) early. Staff adjust the support given to children to fit their individual needs. Targeted support enables pupils with SEND and any disadvantaged pupils to progress very well in all areas of the early years curriculum.

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Early years Strong standard

Children engage in purposeful, high-quality interactions with skilled staff. These interactions, alongside carefully designed activities, promote children’s language development. Early writing and number are integrated seamlessly into meaningful experiences. The school prioritises reading, communication and language. Secure phonics knowledge builds pupils’ confidence and helps them to articulate sounds accurately. This preparation is key for Year 1.

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Personal development and wellbeing Strong standard

Pupils benefit from a well-planned programme of personal development that combines a considered curriculum with a wide range of enrichment experiences. The programme sets out the knowledge and skills pupils need and helps them understand how to apply these in real-life contexts. Leaders monitor the impact carefully, to ensure that all pupils benefit fully.

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Personal development and wellbeing Strong standard

The school’s values underpin daily life. Pupils feel safe, cared for and part of a supportive community. They consistently demonstrate the school’s core values of care, creativity, perseverance, collaboration, reflection and respect through their daily conduct. This creates a culture of positivity where pupils feel confident to take risks in their learning, knowing they will be supported.

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Personal development and wellbeing Strong standard

Pupils enjoy enrichment opportunities that broaden their horizons. Clubs and activities vary and include everyone, enabling all pupils to participate if they choose. Relationships and health education is delivered effectively through lessons and assemblies, using age- appropriate texts and themes. This all helps pupils understand different families, consent and the role of trusted adults. Pupils are taught to identify their emotions. This provides them with the skills they need to recognise and respond to others' actions. This nurtures pupils understanding of resilience and empathy for others. Pupils also understand important safety messages about road safety, mental health and online safety.

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Personal development and wellbeing Strong standard

The school’s personal development programme has a highly positive impact on pupils’ knowledge and understanding. Pupils learn the importance of representation and share their views through the school council. Staff celebrate cultural events such as Diwali and Holi with families and organise visits to places of worship. This deepens pupils’ understanding of respect and diversity and ensures they are well prepared for life in modern Britain.

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Achievement Expected standard

Children achieve highly by the end of the early years. They build strong foundations in English, mathematics, and personal development. This helps them gain the confidence and resilience needed to successfully tackle new learning in Year 1. Staff ensure that routines are well established and children develop independence alongside curiosity about the world around them.

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Achievement Expected standard

In key stage 1, pupils, including those with special educational needs and/or disabilities, typically achieve well. This is particularly evident in English and mathematics, where pupils build securely on their starting points in reading, writing, and number. Positive outcomes in phonics, which are above the national figures, reflect this depth of understanding and the effectiveness of teaching strategies. Pupils enjoy reading and talk confidently about the books they encounter.

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Achievement Expected standard

However, pupils’ retention of knowledge across the wider curriculum is more variable. At times, new learning does not build securely on prior knowledge. For some pupils, this limits how well they can apply and connect their learning over time. Leaders are aware of this and are refining curriculum plans to address these gaps.

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Curriculum and teaching Expected standard

The school has developed an ambitious and engaging curriculum that builds from early years through to Year 2. Leaders have identified the essential knowledge pupils need for their next steps. From the outset, the school rightly prioritises key skills in reading, writing, mathematics and speaking. In these subjects, teachers swiftly identify gaps in pupils' understanding. They provide effective support to ensure pupils keep up and secure these essential skills.

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Curriculum and teaching Expected standard

Teachers typically have secure subject knowledge and follow the planned curriculum closely. Pupils with special educational needs and/or disabilities succeed in the curriculum. Teachers provide effective individualised support and targeted strategies. This includes small-group work and adapted tasks.

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Curriculum and teaching Expected standard

In English and mathematics, teachers check what pupils remember over time. They identify gaps early and adjust lessons so that pupils learn well. This increases pupils’ confidence to apply these skills in a range of subjects. Occasionally, in some wider curriculum subjects, staff move pupils on to new ideas too quickly, without checking their understanding. At times, the focus is on completing activities rather than securing and applying knowledge.

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Inclusion Expected standard

Fair Oak Infant School is an inclusive school. Leaders demonstrate detailed knowledge of pupils, including those with special educational needs and/or disabilities (SEND). Leaders work effectively with the staff team and external professionals, as well as parents and carers, to support pupils with additional vulnerabilities. This helps to ensure their success. For example, staff respond promptly to emerging needs. They arrange interventions such as speech and language assessments. In addition, staff coordinate specialist help when needed.

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Inclusion Expected standard

Across the school, effective systems enable staff to identify the additional needs of pupils, particularly those with SEND. Leaders provide staff with useful guidance and resources. This helps to remove barriers to learning and adjusts support for pupils’ academic and personal growth. They focus on high-quality staff training, pastoral support, and giving pupils opportunities to join enrichment activities like clubs and school trips. Staff monitor progress closely and use a range of strategies to assess needs and evaluate the impact of support over time. As a result, vulnerable pupils are generally well supported as they move through the curriculum.

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Leadership and governance Expected standard

The school is well led and managed. Leaders set high expectations and foster a strong sense of community. They enable staff, pupils, and parents and carers to work together admirably. Leaders know pupils and families well, building positive relationships across the community. They focus tenaciously on the experiences of disadvantaged pupils and those pupils with special educational needs and/or disabilities. This ensures the school’s offer continually adapts to meet changing needs and improve outcomes for all.

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Leadership and governance Expected standard

Governors and school leaders collaborate respectfully while maintaining constructive challenge. Governors bring a breadth of experience that strengthens the school’s improvement work. Leaders work effectively with external agencies, identifying ways to enhance provision and improve outcomes for pupils. Together, they have accurately evaluated the school’s effectiveness and identified the right priorities for improvement. Leaders have a clear view of the actions required and act swiftly to secure progress, as seen in improved phonics outcomes and the rising attendance of disadvantaged pupils.

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Leadership and governance Expected standard

Staff benefit from extensive training and coaching, which strengthens subject knowledge and improves classroom practice. Leaders recognise that ongoing curriculum refinement will require additional training to ensure staff develop expertise across all subjects. They provide regular opportunities for collaboration and reflection, helping staff feel confident and supported. Leaders and governors remain attentive to wellbeing, ensuring workload is manageable. As a result, staff feel valued, motivated, and proud to work at the school.

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What it's like to be a pupil at this school

Pupils blossom at Fair Oak Infant School. They are happy, feel safe and enjoy coming to school. Warm, respectful relationships between staff and pupils are a notable strength, creating a positive and nurturing atmosphere. Staff know pupils well. They contribute significantly to pupils’ sense of security and belonging.

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What it's like to be a pupil at this school

Pupils respond very well to the high expectations of behaviour. Their attitudes to learning are highly positive. Children in the early years receive a flying start to their education and are very well prepared for moving into Year 1. In older classes, learning is designed well. This enables pupils to typically achieve well across the curriculum and ensures they are well prepared for key stage 2.

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What it's like to be a pupil at this school

Rules are well established and understood by all. Pupils know who to speak to if they have any concerns. Incidents of unkindness are extremely rare and are addressed swiftly. Pupils enjoy attending school and value time spent with friends. They benefit from an array of engaging things to do at playtimes. This includes playing with the wide range of equipment that they share cooperatively.

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What it's like to be a pupil at this school

The school promotes kindness and responsibility. Pupils take on leadership roles, such as playground leaders. Older pupils take pride in being a role model for their younger peers. They contribute to the wider community through visits to a local care home and performing to care residents.

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What it's like to be a pupil at this school

The school offers a broad range of opportunities to nurture pupils’ talents and interests. Clubs include those for dance and recorder, alongside various sporting opportunities. The school pays particular attention to ensure that all pupils benefit from these. They help to develop pupils' self-esteem and confidence. Educational visits to zoos, museums, and libraries boost classroom learning. They also help pupils to understand the curriculum better.

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Next steps

• Leaders should strengthen teachers’ use of assessment across the wider curriculum to inform future teaching, ensuring that pupils are effectively supported to develop their knowledge and skills.

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Team inspectors:

Clive Close, His Majesty's Inspector Toby Martlew, His Majesty's Inspector Gareth Flemington, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

The chair of the board of governors in this school is Rob Walker.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing body and representatives of the local authority. Inspectors spoke with several pupils, staff, and parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use alternative provision.

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About this inspection

Since the last inspection, the school has undergone significant change. Leaders have reduced the number of classes admitted each year from 5 to 4. This change has also led to a reduction in staffing.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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