Freegrounds Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
219
AGES
5 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01962 847456

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(28/02/2023)
Full Report - All Reports



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Hobb Lane
Hedge End
Southampton
SO30 0GG
01489782075

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leadership team share a secure understanding of the school’s strengths and areas for development. Your school’s self-evaluation is accurate and your school improvement plan provides detailed strategies for the school’s next steps. Consequently, you have secured sustained improvement in outcomes across the infant school and pupils are well prepared for the next stage in their education. You have built a motivated staff team whose members work well together and who are proud to be members of the school community. You and your staff promote a kind and nurturing atmosphere where pupils are happy and enjoy learning. Your school values – independence, teamwork, thinking, motivation, respect and engagement – are modelled effectively by you and your staff. When questioned, pupils demonstrated a secure understanding of the values and what each one means in practice in the life of the school. Pupils spoke animatedly about their curriculum and the learning opportunities provided for them. They especially enjoy trips out of school, and were keen to talk about these experiences. Pupils behave well and show care and courtesy to staff and their classmates. Parents are very enthusiastic about the school. One parent commented that school leaders ensure that there are good systems in place for communication between school and parents. The vast majority of parents who responded to the online Ofsted questionnaire, Parent View, felt that their children are happy, safe and well looked after at school. Almost all feel that their children are taught well and would recommend the school to another parent. At the time of the previous inspection, leaders were asked to improve the use of information and communication technology. Subsequently, the work of the deputy headteacher to increase pupils’ opportunities to access learning through technology has worked well. For example, during the inspection, children in early years used tablets independently to enhance their learning. In Year 1, a range of interactive resources was used on the electronic white-board to support pupils’ learning in phonics. In Year 2, teachers used video clips to engage pupils in their work about The Titanic. You have taken effective action on other areas for improvement identified in the previous inspection report. Phonics is now taught consistently well in all classes. Pupils are given lots of opportunities to apply their phonics skills independently, when writing in a range of subjects across the curriculum. Children in early years access high-quality learning experiences in their outdoor area. Opportunities to practise skills in English and mathematics are wide and varied. At the time of the previous inspection, you were also asked to develop the impact of subject leaders. You have ensured that subject leaders take full responsibility for their designated areas of the curriculum. Supported well by you and your senior colleagues, subject leaders are provided with time to monitor and evaluate the quality of teaching and learning in each subject effectively. Teachers attend training to enhance their skills and subject knowledge. All teachers who completed the staff questionnaire felt that school leaders use professional development to encourage, challenge and support their ongoing improvement. Safeguarding is effective. You and your senior leaders ensure that arrangements for safeguarding are fit for purpose and records are detailed and of high quality. Governors take their responsibilities seriously and regularly check on the quality of safeguarding procedures, including the vetting of adults who work in the school. All members of staff are clear about safeguarding procedures, including arrangements for reporting concerns. This enables you to make referrals to other agencies in a timely manner when the need arises. All staff and governors receive regular safeguarding training to ensure that they are up to date with the latest regulations. Pupils have a clear understanding about how to keep themselves safe at school, at home and when on the internet. Pupils were keen to express how they are able to talk to their teachers if they have a concern or a worry. They say that teachers will ‘always listen to them’. Attendance is improving year on year. You are unrelenting in your work to engage with and support families, promoting the importance of regular attendance and punctuality. You are proactive in seeking advice from external agencies when attendance is potentially a barrier to learning. This has been highly effective for some pupils, whose attendance has improved significantly. Inspection findings During this inspection, I evaluated pupils’ progress in reading, writing and mathematics in key stage 1 and the consistency of achievement of boys, girls and disadvantaged pupils. Outcomes in reading have been above the national average for the past three years. Pupils are surrounded by text and have a wide range of books to choose from. The teaching of phonics is regular and consistently meets the needs of children in early years and pupils in key stage 1. As a result, a higher proportion of pupils pass the phonics screening check in Year 1 than other pupils nationally. Teachers use high-quality texts to stimulate and enthuse pupils so that they become immersed in their learning. Regular tracking of pupils’ progress in reading enables teachers to plan next steps and interventions. This ensures that no pupil is allowed to fall behind. Consequently, pupils make good progress in reading. In 2017, pupils’ progress in writing from some starting points was less than expected. As a result, you have rightly identified writing as an area for development. You and your assistant headteacher have a clear plan of action to address this shortfall so that pupils make fast progress. Your assistant headteacher works alongside colleagues to ensure that planning meets the needs of all pupils and provides the right amount of challenge for all levels of ability. Recently introduced procedures to more routinely assess pupils enable teachers to precisely identify pupils’ next steps. Current school information shows that pupils have made good progress since the start of the year. Workbooks scrutinised during the inspection provided additional evidence that pupils are now making good progress. However, leaders are accurate in ensuring that this sharp focus continues. In 2016, some pupils made less than expected progress in mathematics from their starting points. However, the recent changes that you and your deputy headteacher have made to the teaching of mathematics have had a big impact. You have adopted an inclusive approach to teaching which you consider has enabled teachers to make secure assessments of pupils’ understanding and to plan accurate next steps. School data provides further evidence that these changes have rapidly improved pupils’ progress in this subject. Additionally, provisional outcomes for the mathematics test in 2017 indicate that pupils made good progress from their starting points. In 2016, boys achieved better than girls in writing and mathematics. You and your senior leaders were quick to address this to improve outcomes for girls. You made changes to how the progress of individual pupils is monitored and evaluated to ensure that the right level of challenge is in place for all pupils. As a result, school information and provisional test outcomes in 2017 showed that girls had caught up with boys.

Freegrounds Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>17, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>20, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>37, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 60 responses up to 01-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>7, "agree"=>5, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 60 responses up to 01-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>42, "strongly_agree"=>40, "agree"=>12, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>40, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>25, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 60 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>28, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 60 responses up to 01-03-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 60 responses up to 01-03-2023

Responses taken from Ofsted Parent View

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