Fairway Infant School, Copthorne

FAIRWAY INFANT SCHOOL

Dates of inspection: 19 th and 20 th September 2000

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FAIRWAY INFANT SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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FAIRWAY INFANT SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied . Fairway Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: The Fairway Copthorne Crawley West Sussex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1996 Fairway Infant School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members John Bartholomew - 3641 Registered inspector Geoffrey Humphrey - 9163 Lay inspector Kanwaljit Singh - 3574 Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Capital Inspections Chaucer Building Canterbury Road Morden Surrey SM4 6PX

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Fairway Infant School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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WHAT THE SCHOOL DOES WELL 10

The school achieves very good standards The quality of teaching is consistently good across the school There is very good leadership Pupil attitudes and behaviour Broad and balanced curriculum in place

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WHAT COULD BE IMPROVED 14

Shared and extended writing Pupils are not always clear about what they are supposed to learn

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INFORMATION ABOUT THE SCHOOL

Fairway is a small infants’ school made up of 6 classes. There is no nursery, and children enter the reception class in the September before their fifth birthday, and attend for mornings only until the term in which they become five. Most enter with good levels of prior attainment. The neighbourhood consists of mostly privately owned housing, together with some local authority properties. By most indicators, the area is one of relative economic advantage with full employment in the area including a large number of airport employees. Only 0.6% of pupils are entitled to receive free school meals, a figure below the national average. The incidence of pupils from ethnic minorities is very small, and there are no traveller or refugee families. Only a small number of pupils are listed on the register of special educational needs.

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HOW GOOD THE SCHOOL IS

Fairway is a very effective school achieving high standards in the basic subjects while maintaining a broad and balanced curriculum and involving the children in a good range of learning experiences. The teaching is good. The school is very well led and efficiently managed. It provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • The school achieves very good standards, and very good progress is made by pupils of all abilities. • The quality of teaching is consistently good across the school. • There is very good leadership, backed by strong teamwork from a committed staff. • Pupil attitudes and behaviour are very good. • There is a very good broad and balanced curriculum in place, which goes further than national curriculum requirements .

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HOW GOOD THE SCHOOL IS

What could be improved • Shared and extended writing, and spelling, are less strong than work in reading. • Communicating to the pupils the planned objectives for the lessons . The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in June 1996. There were two key issues to address, concerning the role of the deputy head and the monitoring of learning and teaching by subject leaders. In both respects, the school has made a good improvement, and both the deputy head and the subject co-ordinators now contribute effectively to the management of the school. The school has also taken steps to improve its curriculum planning, and parents report that communication about their children’s progress and learning has become more focused. The staff, supported by the governors, have a good capacity, and the necessary commitment, for further improvement. Fairway Infant School - 7

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STANDARDS

The table shows the standards achieved by 7 year olds based on average point scores in National Curriculum tests.

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

Reading A B A A well above average above average A B

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STANDARDS

Writing A* A A A average below average C D

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STANDARDS

Mathematics A B A A well below average E

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STANDARDS

These results show consistently very good achievement over time. Work seen during the inspection confirms the high attainment. It is a school where children enter with good levels of ability, and they get good support from home, but good teaching has ensured that high standards are maintained. The figures given do not show the relative weakness in writing, where, in common with a national trend, a smaller proportion of able children achieve a higher than expected level. The school sets very ambitious targets for achievement, and usually falls just short of them. This indicates that the staff is prepared to maintain a high level of challenge as they strive to improve even further.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Under fives quickly settle in to the school’s routines. Pupils throughout the school show responsible attitudes, for example by tidying up, and have a good approach to their learning.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms The school promotes high moral values, and has established clear routines. Pupils mix together well, even when confined by the very wet weather encountered during the inspection. Behaviour is very good.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils are valued, and relationships throughout the school are very good. Very few pupils present challenging behaviour; they are well managed, and respond well.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance compares very well with national averages, but the school’s target is to improve it even further.

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PUPILS’ ATTITUDES AND VALUES

This is an area of consistent strength in all respects . Fairway Infant School - 8

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TEACHING AND LEARNING

Teaching of pupils: aged up to 5 years aged 5-7 years

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TEACHING AND LEARNING

Lessons seen overall Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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TEACHING AND LEARNING

There is a uniformly good standard of teaching in all classes. No unsatisfactory teaching was seen during the inspection, and most was good or very good. Teachers have a good rapport with the children, and maintain a good pace to their lessons. They provide opportunities for structured play, for which, however, learning objectives are not always apparent. The national strategies for numeracy and literacy have been successfully implemented. Children of all abilities are taught at an appropriate level, and all are stretched by a good level of expectation. Teachers are very well supported by classroom assistants.

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TEACHING AND LEARNING

Pupils’ learning is very good. They are hard working and productive. This leads to good progress from a fairly high baseline.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The school has successfully undertaken the literacy and numeracy strategies while maintaining the quality and range of the whole curriculum. The breadth and quality of work undertaken provides pupils with a consistently stimulating learning experience.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Provision for the small number of pupils with special educational needs is very good. They receive an excellent level of care and support from the teaching assistants, which results in their making good progress.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is good overall, with that for moral and social development being particularly good.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils All necessary procedures for health and safety and child protection are in place. The individual needs of all pupils are well met.

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OTHER ASPECTS OF THE SCHOOL

The strengths listed above have been achieved in a calm and productive ethos. Pupils are well prepared, both academically and personally, for the next stage in their education. Fairway Infant School - 9

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff The school is strongly led by an experienced head who is well supported by her deputy and staff. She has a clear vision and has created a motivated and cohesive team. The school has a very good climate for learning.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governors are aware of recent legislation, know the school’s strengths and needs, and are active in the school. They have developed well since the last inspection, although the new committee structure has not been in place long enough to prove its effectiveness.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Monitoring is in place, and where weaknesses emerge effective action is taken. Lessons are observed regularly by the head and subject leaders, and planning and pupils’ work is checked. Implementation of the new performance management policy is likely to strengthen the effectiveness of these activities.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school’s priority is to maintain the current staffing levels. This leaves a limited further budget, but it is used effectively. The high number of non-teaching staff provide particularly good value.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school has a relevant development plan, and the day to day administration of the school’s budget and other affairs is particularly good. The school applies the principles of best value very well.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The high standards of work and behaviour. • The professional and approachable staff. • The way children are motivated and enthused by what they learn. • The good reputation enjoyed by the school. • A very good partnership between the school and parents. • Standards maintained and parent communications improved since the last inspection. • Liaison with the junior school to ensure closures occur on the same dates. • The policy of teaching children handwriting on unlined paper. • The range of activities outside lessons.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection evidence entirely supports the positive views parents have, and the effective nature of their partnership with the school. The other comments were minority views. The inspectors agree with the comment on training dates. The use of unlined paper with line- guides is generally regarded as good practice, but the school may wish to consider making special arrangements for any pupil with a visual impairment. A number of questionnaires indicated that parents felt a wider range of outside activities could be offered, but the inspectors’ view is that the level of out-of-school activity is appropriate for an infants’ school. Fairway Infant School - 10

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of all abilities

1 Pupils come into the reception class with levels of ability higher than is normally found with pupils of this age. They are assessed during their first few weeks in school, and as these results are not totally reliable, this assessment is repeated at the end of the reception year. These assessments enable the school to set targets for individuals and year groups, and these are reviewed half yearly until the children leave the infants. The school sets itself challenging targets, which are not always met, but are reflected in the high expectations of children through the school.

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of all abilities

2 The inspection took place very near the beginning of the school year. Some children had only been in the school for a few days. Almost all have some pre-school experience, for example with a playgroup, and they are well supported by their parents. Some children in their first few days in the reception class can count beyond 20, and can identify initial sounds of animals. Some have learned upper case letters, but respond well when their teachers introduce lower case to learn sounds. Others at this stage are diffident or unconfident, and they are allowed to take their own time to get used to the demands of school.

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of all abilities

3 The favourable circumstances of the school demand children should achieve well, and they do. By the end of Year 2, their standard attainment task results (SATs) indicate that they are well above the national expectation for their age, being on average two terms ahead at that time. The school is also well above the average compared with similar schools. There are variations from year to year, but even in the less successful years, the school remains above the national expectation. Comparison of the assessment on entry for each year group for which figures are available indicates that all the groups make very good progress through the school.

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of all abilities

4 In English, the children do best in reading. The children who read to the inspectors did so with confidence and enjoyment. The youngest reception children, although most cannot read words yet, use the pictures to ‘read’ by giving an accurate commentary on the text as they turn the pages. Older pupils read both from graded schemes and books of their own choice, and they are encouraged to take books home from school. They know the difference between fiction and non-fiction and read with good expression. They write a good range of material, including stories and accounts of their scientific observations. Teachers support less able children well by transcribing what they say for copy writing. Children in a Year 2 class were able to edit narrative and demonstrate a good vocabulary by using a range of different words instead of ‘then’. The more able could apply this to their own writing. Higher

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of all abilities

attainers write independently with confidence and fluency. However, in common with a national trend, fewer children achieve level 3 – the higher level achieved by infant pupils - for writing than for reading. Spelling is a relative weakness. Handwriting is good.

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of all abilities

5 In mathematics, standards are very good. At the start of Year 1 children are able to recognise numbers at least to 20 and they can use number bonds to 10, using apparatus if they are not yet able to do it mentally. Year 2 pupils make number sentences using signs, use mathematical vocabulary correctly, and can count on or back to add or subtract. Fairway Infant School - 11 6 A limited amount of evidence in other subjects suggests that the good standard is sustained across the curriculum. Achievement in art is very good. In general, the girls’ achievement is slightly better than that of the boys, although the boys are well above the national average. Apart from in writing, a good proportion of pupils are achieving above what is expected; they generally attain their targets and are properly extended by the school. Pupils with special educational needs also make very good progress.

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The quality of teaching is consistently good across the school

7 During the inspection, teaching was consistently good. There were no unsatisfactory lessons, and some lessons were very good. Asked to account for the good standard of attainment and behaviour achieved by the school, governors, head and parents all attributed it to good teaching, and it is clear from the evidence that consistent teaching contributes to the good progress pupils make. The staff is experienced, and open- minded about change.

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The quality of teaching is consistently good across the school

8 The good teaching starts with well organised planning. Teachers plan the week’s work to a good level of detail, working in partnership within each year group. They are supported by a year planner which clearly maps out the curriculum. Their half-termly plans fill out the details and define the learning objectives. These are mainly derived from the national numeracy and literacy frameworks, and the schemes of work published by QCA (the Qualifications and Curriculum Authority). However, learning objectives are not always shared with the pupils, so they are not always able to reflect on their learning during plenary sessions at the end of lessons.

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The quality of teaching is consistently good across the school

9 Lessons are well organised. The methods developed through the numeracy and literacy strategies have been adapted successfully to other subjects. Teachers employ a good range of strategies, and match tasks and questions to the individual abilities of the pupils. Teachers make their expectations clear through a planned range of tasks, and children of all abilities are normally fully extended. Lessons were fun and promoted enjoyment in learning without detracting from the element of challenge. However in some of the mathematics lessons, the mental and oral starter was not always directed to the more able, and the pace was too slow to ‘limber up’ mathematical thinking to start the session. Teachers have good subject knowledge, and communicate their enthusiasm and enjoyment. For example when sharing big books such as ‘We’re Going on a Bear Hunt’ Year 1 children were taught to express and relish the text, picking up clues such as exclamation marks and extra large print.

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The quality of teaching is consistently good across the school

10 The teachers are supported by classroom assistants who make a very effective contribution to learning and teaching. Some of their work is directed to supporting pupils with special needs individually or within a group. They are active when the whole class is focused on the teacher, by sitting near a pupil with special needs prompting them and encouraging them to put their hands up and participate. This makes an important contribution to the good progress of these pupils. The assistants are supplemented by parents and other volunteers, and it is not unusual to find three adults working with a class. The other adults are generally well briefed about the learning objectives. In every lesson where there were other adults, their presence and interaction with the pupils added much to the learning situation. They are a very well used resource. Fairway Infant School - 12

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There is very good leadership, backed by strong teamwork from a committed staff

11 The school is very well led. This is recognised by parents and governors. The headteacher is calm, wise, and thoughtful. She is also a constant visible presence in the school. She has a clear vision and has a created a very motivated and cohesive staff team. Everyone in the school knows that they are valued, and that their contribution is important. Relationships throughout the school are very good. Visitors and parents feel welcome, and that they are listened to. This originates from, and is practised by the head, although everyone in the school contributes to it. She is well supported by her deputy, and by the staff as subject leaders.

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There is very good leadership, backed by strong teamwork from a committed staff

12 An issue for development arising from the last inspection was the role of the deputy. This issue has been successfully achieved. The new deputy has been in post for eighteen months and makes a good contribution to the management of the school. She is undergoing training, aimed in part at enhancing her strategic as well as her operational role in the school. One of her jobs is Special Needs Co-ordinator, and as such she is responsible for the school’s very good provision for pupils with special needs.

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There is very good leadership, backed by strong teamwork from a committed staff

13 Since the last inspection, subject co-ordinators have developed their monitoring role well. Monitoring is frequent, and embedded in the school’s culture. Subject co- ordinators observe lessons, look at teacher’s planning, and lead staff work-sampling sessions. The process is accepted by the staff, and carried out on a collegiate basis. The headteacher also carries out formal observations of all staff periodically. Because the quality of the work in the school is good, monitoring generally results in the identification of positives. Nevertheless, issues for improvement do emerge, and appropriate whole school action follows to further improve learning and achievement. Examples of this are improvements to the teaching of guided reading, providing training for one teacher who was having difficulty moving pupils from oral to written calculations, and looking for reasons why plenary sessions at the end of lessons were

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There is very good leadership, backed by strong teamwork from a committed staff

not as successful as they might have been. The head evaluates these outcomes to ensure that action taken has been effective.

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There is very good leadership, backed by strong teamwork from a committed staff

14 The school has an effective improvement plan. It is comprehensive, well constructed and clear to follow. The developments are appropriate, and the year on year continuity is good. The plan includes an account of what was achieved against the previous year’s plan. However, this does not include a measured assessment of the success of each part of the plan; they are only reported in terms of tasks completed. Success criteria for this year are implicit in terms of what children should achieve in literacy, numeracy, and science. This element is missing in Information and Communication Technology (ICT). Most of the developments are built into an appropriate timescale, and will fall into the staff’s day to day work, but there is no costing in the plan, either of time for which cover will be required, or of training costs, or of capital expenditure where required. The staff development policy is not explicitly

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There is very good leadership, backed by strong teamwork from a committed staff

linked into the improvement plan, but the newly required performance management policy is in place, and signals a more focused emphasis on staff development .

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There is very good leadership, backed by strong teamwork from a committed staff

15 Overall the school’s resources are very efficiently managed. The day to day management of office, finance and administration is very good. The school is very successful in applying the principles of best value: comparison, challenge, consultation and competition. Fairway Infant School - 13 16 The governors are knowledgeable. The head has worked effectively with them to develop their role. They are aware of their own recent improvement, feeling that they are now more directly involved, more accountable, more active in the school, and more informed about things like the improvement plan, the school’s targets, and how the school’s performance compares with that of other schools. They are aware of current legislation and the school’s strengths and needs. They have received performance management training.

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Pupil attitudes and behaviour are very good

17 The very good relationships that exist at every level in the school are the starting point for the good behaviour and attitudes of the pupils. Pupils see adults treating each other with courtesy and respect, and enjoy the humour and compassion with which teachers manage their classes. The whole ethos of the school is caring, welcoming and relaxed.

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Pupil attitudes and behaviour are very good

18 The inspection took place during a period of sustained wet weather, where it was seldom possible for the children to go outside. Nevertheless, their conduct around the school was calm, and teachers had little difficulty re-focusing their attention when break periods ended.

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Pupil attitudes and behaviour are very good

19 The great majority of pupils are enthusiastic and committed. They concentrate well, work hard, and still manage to enjoy their learning. Good interesting teaching, work aimed at different levels of ability, and the children’s own eagerness to excel, all contribute to this. They are also kind to each other, and on rare occasions where, for example, unkind laughter greeted an incorrect answer, the mildest of rebukes, backed up by supportive words to the child, was sufficient to end the situation and make it clear what standards were expected.

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Pupil attitudes and behaviour are very good

20 Sometimes, one or two children find it difficult to achieve the standard of behaviour expected in the school. These children are well cared for and encouraged to be good particularly through the good level of support offered by classroom assistants. The learning of other children is not disrupted. One child who was finding it impossible to settle down to work in the classroom during the inspection was taken out and helped individually by a classroom assistant to do the same work as the other children.

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national curriculum requirements

21 The continued good results obtained in English and mathematics are testament to the way in which Fairway School has adopted the literacy and numeracy strategies. They have brought about improvements in the teaching and learning of those subjects, for example in mental maths and knowledge about texts.

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national curriculum requirements

22 The school’s schemes of work indicate that there is in place a broad curriculum, fully covering every aspect of the National Curriculum, together with religious education. In the reception class, which forms part of the foundation stage of learning, the early Learning Goals have been implemented and pupils are making good progress. The previous early years curriculum has required little revision to achieve this.

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national curriculum requirements

23 The weekly teaching time provided by the school is slightly above the recommended figure. The balance of time allocated to each subject is sufficient to allow each to be properly attended to, and this has not been diminished by undue emphasis on literacy and numeracy. The curriculum is further broadened by visits, for example to local shops, banks, the chalk pit museum and a zoo park. Attention is given in the school Fairway Infant School - 14 to the broader qualities which contribute to a rounded education. This includes giving a very good level of independence and responsibility, instilling a love of reading, and developing children’s early appreciation of the fine arts. It was not possible in the short inspection to review work in every subject, but at the school’s suggestion the inspection team took art as an example of the wider curriculum.

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national curriculum requirements

24 Children are taught techniques in a range of media, for example paint, pastel, fabric, clay and print. They look at the work of great and established artists, and learn something of their methods and the rationale for their work. They use these skills to produce increasingly individual work, as well as contributing to large-scale art works by whole classes. The subject is well taught by teachers and helpers who have good subject knowledge and some personal skill. Although there was little evidence of three-dimensional work, and a rather particular emphasis on colour mixing, there is no doubt that the children have a very enriching experience through their art education. The overall quality of the work and very good standards achieved in this subject offers an indication of the school’s commitment to breadth and balance in the curriculum.

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national curriculum requirements

25 The children work hard, but an important element of the school’s curriculum is the place of play at the heart of their learning. It is integral to the reception class day, where parents and children settle down to an interesting range of activities as soon as they arrive, and further opportunities for play indoors and out, punctuated by times when the children are gathered together for more formal learning, continue through the day. Opportunities for play continue throughout Key Stage 1. For example role play areas such as an optician’s shop and a café in each year group extend the imagination, and provide contexts for conversation outside the child’s normal experience.

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Shared and extended writing, and spelling, are less strong than work in reading

26 The school has analysed its results and is aware that achievement in spelling and writing, particularly by the more able pupils, is below that in reading. The school aims to concentrate further on extended writing to counteract this.

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Shared and extended writing, and spelling, are less strong than work in reading

27 Examination of the planning in most classes for the weeks of the term so far show that in the literacy hour, the opening session is in almost every case devoted to shared reading. The intention of the literacy strategy is that this first part of the hour should sometimes focus on shared writing. On the evidence available, it is done less consistently at Fairway than reading. This reduces pupils’ opportunities, when they turn to their own writing to draw on the shared experience of pooling vocabulary and ideas while the teacher models on the board the skills of writing, spelling, editing and choice of words.

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Communicating to the pupils the planned objectives for the lessons

28 The very good lesson planning at Fairway is based on learning objectives which are relevant and focussed.

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Communicating to the pupils the planned objectives for the lessons

29 Although these were generally implicit in the activity and the introduction, lessons seen usually lacked a clear statement of what the children would be learning, and what the teacher was looking for. Pupils were always aware of the task they had to complete, but often did not understand the reason for it. Fairway Infant School - 15 30 Plenary sessions often reviewed the learning that had taken place, but it was not possible for the children to relate this to a known learning objective.

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Communicating to the pupils the planned objectives for the lessons

31 A further point concerns the school’s play curriculum. This is an important part of the children’s learning experience, and in this instance it would be inappropriate to communicate objectives to the pupils. Learning intentions for these activities are undoubtedly known and understood by the teacher. However, perhaps because the activities are not integral to planned lessons, the objectives are not recorded and made clear, for example to other adults, to inform the sort of conversational interactions they might have to enhance the children’s learning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Review the balance of shared reading and writing in the literacy hour, with a view to more pupils obtaining higher levels in spelling and writing.

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(paragraphs 4, 26-27)

(2) Ensure that children understand the objectives of their lessons, and whether they have been successful in achieving them.

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(paragraphs 8, 29)

In addition to these two key issues, there are some minor matters which the school may wish to consider within its action plan.

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(paragraphs 8, 29)

(1) Evaluate the improvement plan in terms of the impact of developments on learning rather than tasks completed.

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(paragraph 14)

(2) Make costings integral to the improvement plan.

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(paragraph 14)

(3) Develop strategies to include all pupils in mental and oral maths.

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(paragraph 9)

(4) Ensure that supporting adults know the learning intentions of play activities.

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 23

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

0 36 50 14 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 179

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 2 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 11

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 4

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 1

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Attendance

National comparative data National comparative data Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Fairway Infant School - 17

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 30 29 59

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 27 29 29 Numbers of pupils at NC level 2 and above Girls 28 29 29

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Attainment at the end of Key Stage 1

Percentage of pupils School 93% [80] 98% [88] 98% [89] at NC level 2 or above National 82% [80] 83% [81] 87% [85]

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 27 27 30 Numbers of pupils at NC level 2 and above Girls 29 28 29

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Attainment at the end of Key Stage 1

Percentage of pupils School 95% [88] 93% [96] 100% [100] at NC level 2 or above National 82% [80] 86% [85] 87% [86]

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year. Fairway Infant School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage - Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group - Other minority ethnic groups No exclusions

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 7.4 Financial year 99-00

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.9

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Teachers and classes Financial information

Education support staff: YR – Y2 Total expenditure 356,463

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Teachers and classes Financial information

Total number of education support staff 9 Expenditure per pupil 2201

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Teachers and classes Financial information

Total aggregate hours worked per week 148 Balance brought forward from previous year 26,044

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Teachers and classes Financial information

Balance carried forward to next year 18,523

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Teachers and classes Financial information

FTE means full-time equivalent. Fairway Infant School - 19

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Results of the survey of parents and carers

My child is making good progress in school. 60 38 0 1 0

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Results of the survey of parents and carers

Behaviour in the school is good. 62 38 0 0 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 42 49 6 0 3

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 62 37 1 0 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 79 17 3 1 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 71 28 0 1 0

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Results of the survey of parents and carers

The school works closely with parents. 53 42 3 1 1

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Results of the survey of parents and carers

The school is well led and managed. 53 40 6 1 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 65 33 1 0 0

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 19 38 24 5 10

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