|Name||Frogmore Junior School|
|Address||Green Lane, Frogmore, Camberley, GU17 0NY|
|Religious Character||Does Not Apply|
|Number of Pupils||212 (44.8% boys 55.2% girls)|
|Number of Pupils per Teacher||23.1|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||14.2%|
|Percentage English is Not First Language||10.4%|
|Pupils with SEN Support||7.1%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The local governing body is accountable to The University of Chichester Multi-Academy Trust.
The school is slightly smaller than the average-sized primary school. Most pupils are of White British heritage. A slightly lower proportion of pupils than the national average is eligible for the pupil premium.
The proportion of pupils who have SEN and/or disabilities and the proportion with education, health and care plans are both above the national average. There is a breakfast club and after-school club on site, run by an external provider.
Summary of key findings for parents and pupils
This is a good school Leaders, governors and the academy trust have a strong shared vision for all pupils to achieve the highest possible standards.
Leaders and governors know the school well, and constantly seek to make improvements, As a result, the school has improved considerably since the last inspection. Effective teaching ensures that most pupils continue to make good progress in reading, writing and mathematics. In 2018, pupil assessments for Year 6 show pupils attaining above the national average in reading, writing and mathematics.
Leaders use additional funding for disadvantaged pupils thoughtfully. The pupils are known to them as individuals and are supported well. As a result, disadvantaged pupils achieve as well as other pupils.
The school has a broad curriculum with a range of carefully chosen first-hand experiences. As a result, pupils make strong progress in a wide range of subjects, including physical education (PE) and computing. Pupils’ progress is supported well by parents and carers.
The school has the confidence and support of the local community. Pupils’ personal development and welfare are very good. Pupils speak confidently about how to stay safe and eat healthily.
Not enough pupils have developed the skills and knowledge needed to be self-assured and independent learners. Pupils’ behaviour is outstanding. Pupils are very polite, friendly and respectful to adults and to each other.
They are keen to come to school, and attendance is above the national average Safeguarding is effective, and pupils feel safe. Leaders use additional funding for sport carefully. The school has earned a gold award for sport.
Pupils appreciate the sporting facilities provided, alongside other extra-curricular activities. Pupil participation in sport is very high. Pupils’ spiritual, moral, social and cultural development is promoted effectively.
The school’s values are threaded consistently throughout school activities. Pupils are prepared well for life in modern Britain. Leaders track pupils’ progress closely and know their pupils’ achievements well.
Most teachers provide work that meets pupils’ needs. There is some variation in expectations between classes. Consequently, some of the most able pupils are not challenged consistently, especially in writing and mathematics.