Farmborough Church of England VC Primary School
phone: 01761 470714
headteacher: Mrs Anne Hewett Ba Pgce Npqh
105 pupils capacity: 107% full
50 boys 45%
60 girls 54%
Last updated: June 19, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 365827, Northing: 160564
- GPS coordinates
- Latitude: 51.343, Longitude: -2.492
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 16, 2013
- Diocese of Bath and Wells
- Region › Const. › Ward
- South West › North East Somerset › Farmborough
- Village - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
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- 3.8 miles Stanton Drew Primary School BS394EQ (56 pupils)
- 3.8 miles Trinity CofE VC Primary School BA33DE
- 3.8 miles Academy of Trinity CofE Primary BA33DE (220 pupils)
- 3.9 miles Radstock Infant School BA33HE
- 3.9 miles Midsomer Norton Primary School BA32DR (317 pupils)
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Farmborough Church of
England (VC) Primary School
The Street, Farmborough, Bath, BA2 0FY
|Inspection dates||16–17 January 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The headteacher provides exceptional and |
Pupils’ achievement is outstanding. They
A significant proportion of pupils make much
The great majority of teaching is outstanding.
inspired leadership. Her aspirations for the
school are shared by staff, governors and
parents and carers alike. This means that all
are committed to providing the best
education possible for the pupils who attend
make excellent progress in reading, writing
and mathematics as well as in other subjects
such as information and communication
more progress from their starting points than
that expected by the time they leave Year 6.
It caters extremely well for all groups of
pupils including disabled pupils and those
with special educational needs.
| Pupils’ behaviour is exceptionally good in |
Pupils feel extremely safe in school. They take
The governing body has exceptionally good
lessons, around the school and in the
playground. They emphatically say that there is
no bullying and that incidents of unacceptable
behaviour are extremely rare.
great pride and enjoyment in effectively
fulfilling the wide range of responsibilities they
are given, from running ‘wake and shake’
sessions to being responsible for the school
office at lunchtimes.
knowledge of how well the school is
performing, and the high quality of teaching
and learning. They challenge the leadership
robustly while providing wholehearted support
and commitment to its work.
Information about this inspection
- The inspector observed seven lessons, four of which were joint observations with the
headteacher. She also observed the teaching of phonics (letters and letter combinations and the
sounds they make) and ‘magic maths’. In addition, the inspector heard pupils from Years 2, 4
and 6 read as well as examining pupils’ work and discussing it with them.
- A wide range of school documentation was analysed and evaluated including that relating to
safeguarding, assessment data, school development plans and monitoring records.
- The inspector held meetings with the school’s teaching staff as well as pupils and
representatives from the governing body. A telephone conversation was held with the school
improvement advisor from the local authority.
- The 27 responses to the questionnaire on the Parent View website were analysed as well as the
letters sent by parents and carers. The 13 responses to the staff questionnaire were also taken
|Christine Huard, Lead inspector||Additional inspector|
Information about this school
- Farmborough is much smaller than most primary schools. It serves the village in which it is
situated but almost half of the pupils come from further afield to attend the school.
- There are four mixed-age classes which may change from year to year as group sizes change.
This year the make up is: Reception and Year 1, Years 2 and 3, Year 4, and Years 5 and 6.
- The school has a lower proportion of pupils supported through school action than most other
schools. The proportion of pupils supported through school action plus or with a statement of
special educational needs is much higher than in most schools.
- The proportion of pupils known to be eligible for the pupil premium is lower than the average.
- The school meets the government’s floor standards which set the minimum expectations for
pupils’ attainment and progress.
- The school runs a breakfast and after school club on-site for pupils aged 3–11.
- There is an independently managed pre-school on site which was not part of this inspection.
What does the school need to do to improve further?
- Raise the achievement of the very few pupils out of all those with special educational needs who
do not make the same amount of progress as their peers by:
fine-tuning the tasks set to meet their needs precisely
ensuring that the teaching assistants working with the pupils are fully aware of pupils’ needs
and how to address them
ensuring that class teachers carefully monitor the provision and progress of these pupils to
ensure their needs are fully met.
|The achievement of pupils||is outstanding|
- The attainment of children when they join the school varies greatly from year to year. They
make excellent progress in the Reception Year because activities are exciting and they quickly
become absorbed in, and excited by, their learning.
- Attainment at the end of Year 6 varies considerably from year to year because of the small
numbers of pupils in each group. The proportion of pupils who have more difficulty with their
learning also affects results.
- The school’s documentation clearly shows that pupils make outstanding progress and this was
substantiated by the work examined. Pupils in every year group do extremely well because the
quality of provision and teaching is consistently high.
- Reading is a particular strength and attainment is high because there is an excellent programme
which teaches phonics throughout the school as well as regular guided reading sessions. The
range of books and readers is excellent and cleverly selected to meet the interests of pupils so
they are inspired to read. One older pupil explained, ‘I love the way it takes over my
- Pupils’ writing is of high quality. Tasks set are exciting and often relate to whole-class topics.
Pupils’ efforts are invariably imaginative and creative. They are encouraged and expected to pay
good attention to the basic skills of grammar, punctuation and spelling from an early age. As a
result their creativity is not suppressed because checking these becomes part of the normal way
- Attainment and progress in mathematics required attention after the previous inspection. The
school has dealt with the issues raised and pupils are now very confident and able to apply their
mathematical skills exceptionally well to investigate and solve problems. ‘Magic maths’, one-to-
one sessions help provide quick-fire solutions to short-term problems extremely effectively.
- Pupils benefit from having many excellent opportunities to use their literacy and mathematical
skills across other subjects which very successfully consolidate their knowledge and
- The great majority of disabled pupils and those who have special educational needs make
progress similar to their classmates. However, a very few do not always make outstanding
progress. The school has taken action to address this but it is too soon to see the full impact of
- The progress of pupils who are eligible for pupil premium funding is meticulously tracked and
their needs considered very carefully. As a result the support provided enables them to make the
same outstanding progress as other pupils.
|The quality of teaching||is outstanding|
- Pupils learn highly effectively because teaching is of exceptional quality across the school.
Teachers are confident, have excellent subject knowledge and endeavour at all times to
motivate and inspire their pupils.
- Pupils are eager to learn because, as they said to the inspector, ‘Teachers really try to make
lessons fun and interesting so we can enjoy ourselves as well as learn.’
- Teachers have high expectations of what their pupils can achieve. They challenge pupils highly
effectively through tasks which are fine-tuned to meet individual need. They use a wide range of
strategies to inspire and motivate pupils such as hot-seating and role play and as a result pupils
become totally engrossed in their learning.
- The needs of all groups of pupils are carefully considered when teachers plan their work. As a
result the support for pupils eligible for pupil premium funding, as well as for disabled pupils and
those with special educational needs, is carefully targeted to enable them to make at least good,
and usually outstanding progress, towards their individual targets.
- Teaching assistants work very closely with class teachers and are organised extremely well. They
are very skilled in asking questions. As a result they are able to provide support which moves
pupils on very effectively.
- Teachers involve pupils extremely well in their learning. Questions are skilfully formulated to not
only gauge the level of pupils’ understanding but also to extend their thinking and ideas.
- Pupils are expected to become independent and responsible learners. When working together in
small groups they allocate tasks, discuss maturely and carefully record their findings with the
minimum of fuss and maximum enthusiasm, making the best use of time available.
- Marking is excellent and helps pupils move forward in their learning. Comments are constructive
and helpful and teachers expect pupils to respond to them. An examination of pupils’ work
showed clearly how pupils succeeded in improving their work after suggestions made by the
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour is impeccable. They are extremely polite, helpful and enthusiastic about their
school: ‘It’s amazing’, said one; ‘I wouldn’t want to change anything’, said another. Their
enthusiasm spills over into their learning where their positive attitudes and exuberance are
reflected in the wholehearted involvement in, and concentration on, the tasks they are set.
- Behaviour around the school and in the playground is excellent. The playground is a happy and
harmonious place. Pupils look out for each other. Older pupils ensure that the younger ones are
happy and have someone to play with.
- Pupils’ agree that behaviour is excellent and that what the inspector observed was typical. This
is confirmed by the school’s documentation in which the very few examples of behaviour that is
less than acceptable are meticulously recorded.
- The pupils are emphatic that there is no bullying. They have an excellent understanding of
different types of bullying such as cyber bullying and physical and emotional bullying and what
to do should it occur.
- They are provided with regular high-quality information about how to keep themselves safe, for
example, on the internet. They eagerly recall the headteacher’s assemblies which deal with this.
As a result they feel very safe in and around the school.
- Pupils spend the maximum time available to them to learn. Attendance is above average. The
school has an excellent first day call system in place to check up on any absences, and an
extremely robust approach to the non-authorisation of term-time holidays. Punctuality is
|The leadership and management||are outstanding|
- The headteacher is passionate about the school and the opportunities for learning provided for
the pupils. The whole staff work together exceptionally well as a team and all are extremely
ambitious for their pupils and committed to ongoing improvement. The vision is shared by all.
- All teachers have leadership roles. They have been provided with carefully selected training to
enable them to fulfil these highly effectively. Performance management targets have been
instrumental in helping them to develop and fine-tune their skills so that the provision is of high
quality. There have been ongoing improvements in teaching, learning and achievement which
demonstrate the school’s excellent capacity for further improvement.
- Monitoring is rigorous and all teachers are accountable for the progress their classes make.
Performance management is robust and closely linked to teachers’ progression through the
- The response of parents and carers on Parent View was extremely positive and demonstrates
the high level of support the school commands. Parents and carers fully subscribe to the vision
for the school and are actively encouraged to play an active role in their children’s learning. The
provision of home school books which provide a myriad of useful information enable them to do
this most effectively.
- The exciting curriculum enthuses and motivates the pupils. It includes Forest School activities
which successfully develop pupils’ personal and independence skills. It is reviewed regularly
along with pupils’ progress to ensure that pupils’ needs are being met effectively.
- A conversation with the local authority confirmed that the school has required no more than light
touch support in the period since the last inspection.
- The governance of the school:
The governing body has an excellent understanding of the strengths of the school and what
it is doing to further improve. Governors speak knowledgeably about its performance in
comparison to other schools and challenge the work of the school extremely effectively.
They undergo regular training to hone their skills and improve their effectiveness which
means they are confident to both support and challenge the school’s senior leaders. They
monitor the finances of the school rigorously and ensure that the money from the pupil
premium is used effectively to support these pupils; for example, by providing opportunities
to attend after-school club with homework support, as well as one-to-one support where it
is needed, particularly in mathematics. The governing body ensures that all statutory
requirements are met, particularly in regard to safeguarding. Equal opportunities are
promoted extremely well and there is no discrimination. This is confirmed by the universally
excellent progress that pupils make not only in their academic but also in their personal
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||109191|
|Local authority||Bath and North East Somerset|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||91|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 March 2008|
|Telephone number||01761 470714|
|Fax number||01761 479115|