Fairhouse Community Infant School
phone: 01268 523971
headteacher: Mrs Glenys Jones
180 pupils capacity: 99% full
80 boys 45%
100 girls 56%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 571584, Northing: 188756
- GPS coordinates
- Latitude: 51.572, Longitude: 0.47452
- Accepting pupils
- 5—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 6, 2012
- Region › Const. › Ward
- East of England › Basildon and Billericay › St Martin's
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Fairhouse Community Junior School SS141QP (229 pupils)
- 0.2 miles Swan Mead Junior School SS164AG
- 0.2 miles Swan Mead Infant School and Nursery SS164AG
- 0.3 miles Cherry Tree Primary School, Basildon SS164AG (335 pupils)
- 0.3 miles The Pioneer School SS142LA
- 0.3 miles The Pioneer School SS142LA (141 pupils)
- 0.4 miles Moat House School SS142NQ
- 0.4 miles Fairview School SS141PW
- 0.4 miles South Essex Pupil Referral Unit SS141PW
- 0.4 miles Secondary Behaviour Support Unit (South) SS141PW
- 0.5 miles Elmbrook School SS142EX
- 0.6 miles Greensted Infant School and Nursery SS141RX (227 pupils)
- 0.6 miles Manor Junior School SS142EX
- 0.6 miles Manor Infant School SS142EX
- 0.6 miles The Kingswood Junior School SS165DE (242 pupils)
- 0.6 miles The Willows Primary School SS142EX (503 pupils)
- 0.7 miles Greensted Junior School SS141RX
- 0.7 miles Ghyllgrove Community Junior School SS142BG (209 pupils)
- 0.7 miles Bardfield Community Junior School SS164NL
- 0.7 miles Bardfield Community Infant School and Nursery SS164NL
- 0.7 miles Fryerns Community School SS143RN
- 0.7 miles De La Salle School and Language College SS142LA (750 pupils)
- 0.7 miles Kingswood Infant School SS165DE (231 pupils)
- 0.7 miles Barstable School SS141UX
|Inspection date(s)||6–7 February 2012|
Fairhouse Community Infant School
|Unique reference number||114905|
|Inspection dates||6–7 February 2012|
|Lead inspector||Geof Timms|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||4–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||154|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 May 2009|
|School address||Long Riding|
|Telephone number||01268 523971|
|Fax number||01268 526389|
|Geof Timms||Additional inspector|
|Alastair McMeckan||Additional inspector|
This inspection was carried out with two days' notice. Sixteen lessons were observed,
taught by seven teachers and one higher level teaching assistant, for a total of seven
and a half hours. Meetings were held with staff, pupils and members of the
governing body. Inspectors took account of the responses to the on-line
questionnaire (Parent View) in planning the inspection. They observed the school’s
work, and looked at a range of policies, planning documents and the school’s self-
evaluation. Thirty-eight questionnaires returned by parents and carers were
Information about the school
This is a smaller than the average-sized infant school. The proportion of pupils
known to be eligible for free school meals is well above average. The vast majority of
pupils are White British but there are a few pupils from a range of minority ethnic
heritages. The proportion of disabled pupils and those with special educational needs
is above average. The main needs are speech, language and communication
difficulties and moderate learning difficulties. The school has achieved Healthy
Schools and Investors in People status and has an Inclusion Quality Mark and a Basic
Skills Quality Mark.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. Most children start school with skills below the levels
expected nationally, particularly in English. All make good progress throughout
the school, especially in mathematics and reading. Attainment in mathematics
and reading is broadly average by the end of Year 2, but pupils’ speaking and
writing skills are below average.
- Pupils’ good progress is due to typically good teaching and strong relationships
between adults and pupils. Both factors help children to settle quickly in the
Early Years Foundation Stage and to develop into effective learners by the time
they leave school. Where the teaching is less consistent, teachers’ questioning
does not promote enough independent thinking and they do not fully challenge
the most-able pupils.
- Good leadership ensures that slow progress is identified quickly and good plans
address any underachievement by individuals or groups of pupils. Members of
the governing body have improved their understanding of assessment data
and they are more effective at holding the school to account.
- A variety of data and other information about learning are analysed in depth by
senior and middle leaders. As a result, an effective range of interventions help
pupils who are finding learning difficult, especially those with special
- The school provides excellent pastoral care for pupils and families. This
provision has a very positive impact on the pupils’ ability to attend regularly,
learn, work and play in a safe and effective environment. Consequently, pupils’
behaviour is generally good and any incidents of misbehaviour are very
effectively dealt with, although a small minority of parents and carers have
concerns about some pupils’ behaviour. The vast majority of parents and carers
are largely positive, especially about the quality of teaching and learning, and
how well their children are kept safe.
What does the school need to do to improve further?
- Raise attainment and improve pupils’ skills in speaking and writing by:
providing more opportunities for pupils to develop their speaking skills
giving pupils more time for writing at length in different subjects
embed and track the effectiveness of recent improvements to the teaching
- Ensure teachers always provide activities and tasks that fully challenge the
most-able pupils so they make enhanced progress, are able to develop good
thinking skills and achieve higher levels.
Achievement of pupils
The pupils’ achievement in lessons observed during the inspection, and reflected in
the examples of their work scrutinised, was good. Although they usually start school
with skills below those typically expected, most children make good progress in the
Early Years Foundation Stage. They improve their personal, social and emotional
skills and get better at linking letters and sounds. This helps them develop sound
reading skills and talking to children shows how positive they are about reading and
how much they enjoy books. Children often start school with a better ability to
recognise and use numbers than in other areas of learning. This foundation is well
built on during the Reception Year and standards are often higher than they are for
other areas of learning.
In Key Stage 1 progress is good, especially in mathematics and reading. Pupils have
a good ability to read unfamiliar words and clearly enjoy reading. Mathematics
achievement is good because lessons are active and interesting. For example, in Year
2, pupils were using ingredients to make trifle and each group had a list of the costs
of ingredients that they had to match to coins and total to find out the cost of their
trifle. This learning did not fully support the most able, however, as the amounts
were too low, although appropriate for the lower and middle attainers.
Pupils’ speaking skills are less well developed. They often start school with low skills
in this area. This has a negative impact on their writing, because their vocabulary is
not well developed. Consequently, writing attainment is below average and progress
slower than in other areas. The school has introduced changes to the curriculum to
promote better writing and speaking. These have not had time to become fully
embedded and evaluated for impact.
There are no significant variations in the achievement of different groups of pupils –
whatever their social background or ethnic heritage. The school works hard and
successfully to ensure any persistent absentees make progress close to that of their
peers when they return to school. Disabled pupils and those with special educational
needs and/or disabilities make good progress in line with their peers due to the very
well organised and successful provision they receive. Support is largely within the
classrooms rather than in groups taken out, ensuring all have proper access to the
full curriculum. Parents and carers are rightly positive about their children’s learning,
and pupils themselves say that the school helps them learn new things.
Quality of teaching
Pupils say teachers help them learn and that, ‘We always try to do our best.’ The
overwhelming majority of parents and carers say the quality of teaching at the school
is good. As one parent wrote ‘I would just like to add that I think this school is lovely
- as well as the staff being professional they are also very friendly & approachable.’
Inspectors also judged it to be good overall, and it has a positive impact on pupils’
good achievement. The range of activities teachers provide support pupils’ spiritual,
moral, social and cultural development well. A lot of work promotes pupils’ sense of
wonder. Year 2 were impressed with the moon landings as they learned about the
1960s as part of the school’s birthday celebrations. A good range of artistic and
musical activities are provided and Reception children have made some excellent and
very scary monster models as part of their work on ‘
Teachers manage pupils’ behaviour well. Their subject knowledge is good and
reflects high levels of preparation for lessons, supported by a strong curriculum
framework. Teachers in the Early Years Foundation Stage ensure children settle
quickly and confidently into school routines. Activities indoors and outside, although
affected during the inspection by snow, provide an appropriate mix of adult-led and
child-initiated learning. Links between subjects are made well and the making of
snowmen was cleverly combined with mathematical activities.
Where the teaching is most effective, planning is clear and involves the other adults
well to provide support for disabled pupils and those with special educational needs.
. This support is very effectively done within classrooms rather than in outside
intervention groups. This practice works well and enables all pupils to take a full part
in lessons. The support, often on a one-to-one basis, is effective and has a positive
impact on pupils’ progress. Pupils enjoy challenging activities, especially practical
work. At times, planning does not provide sufficient challenge for more-able pupils
and extra activities or enrichment work are often provided only when pupils have
completed the same work as the rest of the class – and which, for able pupils, may
be unnecessary. Very occasionally, the questions teachers ask do not give enough
opportunities for developing thinking skills.
The teaching of reading is effective in holding pupils’ attention and helping them
enjoy a range of texts. Teachers’ skills in teaching pupils to link letters and sounds
are good. A good range of assessment information is available to teachers. A good
system for termly tracking highlights the progress pupils make and identifies any who
may be underachieving. On their return to school, absentees are very well supported
and are able to resume a good rate of progress.
Behaviour and safety of pupils
Pupils’ behaviour in lessons and around the school is good and this is typical over
time. They are polite, friendly and respectful towards visitors. Their good behaviour
in lessons helps their learning and they enjoy challenges. One of the pupils spoken to
said, ‘We are caring and sharing to each other.’ In the Early Years Foundation Stage,
the good focus on routines, and on children’s personal, social and emotional
development, helps develop good learning skills and attitudes in children ready for
their future education. The school is a very harmonious society. This was shown
even when events out of the ordinary take place, such as birthday celebrations, snow
and inspection! The school has worked very hard and done all possible to improve
attendance. It has risen considerably, but remains below average. External agencies
are used to support and challenge individual families over pupils’ attendance. The
deployment of a pastoral-support manager has had an excellent impact on a number
of pupils and families facing very challenging circumstances, and attendance has
improved. Parents and carers have expressed their gratitude for the help and support
provided and the school has benefited from more settled, regularly attending pupils
whose learning has improved.
The school keeps good records regarding behaviour. Pupils say bullying of any kind is
rare, and that it is dealt with very effectively when it does occur. They happily talk
about the confidence they have in adults to deal with such issues. Exclusions are rare
but used appropriately and systems are correctly followed and recorded when
required. Firm efforts are made to ensure all pupils are safe and able to learn
effectively. All parents and carers say their children feel safe at school, and this is
supported by pupils’ responses to questions and actions around the school.
Leadership and management
Leadership and management are good and this view is shared by the parents and
carers. The headteacher has built a good team of staff who share her vision and
ambition for the school. Although progress is good, the leaders plan carefully to
improve this further and continue to raise standards. Although yet to be fully
embedded, improvements in both provision and outcomes are clearly evident in the
progress seen in pupils’ writing skills.
There are effective systems for staff training and development. These have ensured
that newcomers have settled in quickly and are improving their practice and gaining
expertise. The school’s self-evaluation accurately identifies strengths and areas
requiring development. Priorities, such as the raising of standards in writing have
been analysed, planned for and effective actions put in place. Both Year 2 classes
have a high proportion of disabled pupils and those with special educational needs.
They have been provided with improved support staffing so that more individual- and
small-group attention can be given to those pupils. This provision is having a positive
impact on their progress. The deployment of a pastoral-support manager has an
excellent impact on the ability of some families to access support to help their
children learn at school.
Analysis of assessment data is detailed, highlights any potential underachievement
and leads to effective remedial action. The leadership of the provision for disabled
pupils and those with special educational needs is very effective and the school
works hard to ensure equal opportunities for all individuals and groups of pupils;
there is no discrimination.
The curriculum is broad and balanced and meets pupils’ needs well, including the
promotion of their spiritual, moral, social and cultural development. Good provision
for cultural and spiritual development celebrates diversity in faiths and cultures
through a range of artistic and musical experiences. Strong leadership has tackled
the difficult and sensitive task of improving attendance with individual families, and
marked improvement has been achieved. This further reflects the school’s
commitment to equal opportunity – working closely to gain the confidence of parents
and carers to emphasise the importance of full attendance, and getting positive
results. Successful action such as that over attendance, pupils’ good achievement
and effective teaching show that the school has a good capacity to improve further.
The governing body has improved its understanding of the school’s performance.
Governors recognise its strengths and are well aware of improvements since the last
inspection. Although it is difficult to find and retain governors for any length of time,
they are kept well informed by the headteacher’s perceptive reports. The governing
body ensures that safeguarding arrangements meet statutory requirements.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primar y academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
8 February 2012
Inspection of Fairhouse Community Infant School, Basildon, SS14 1QP
Thank you for the way you welcomed the inspectors to your school recently. We
really enjoyed our visit, watching you learn and talking with many of you about your
school. We especially enjoyed seeing you enjoying the birthday activities and taking
part in the Generation Game.
Fairhouse is a good school. We spoke to a lot of you who were very positive about
school. One of you wrote that, ‘We have lots of friends and we love them lots.’ That
is what we saw while we were visiting because you were all working and playing so
well together. You were learning lots of new things, especially about the history of
You learn well in mathematics and you are growing into very good readers. We
heard some of you read and talked with some of you about the books you enjoyed.
Many of you find writing harder and some of you told us you do not like writing. We
have asked the school to help you get better at writing by helping you learn and use
lots of new words when you are speaking, and then to do more writing in different
subjects. Most of you, right from the youngest children in Reception, make good
progress. We have asked the teachers to make sure that those of you who find
learning a bit easier are given more activities that challenge you and make you think.
The headteacher, governing body and senior teachers provide good leadership. Your
teachers work very hard to give you good and interesting lessons. You help by
behaving well and having positive attitudes towards your work. Try and make sure
you keep attending regularly. Thank you again for your friendliness and help. We
hope you continue to enjoy your time at Fairhouse and keep working hard.