North Farnborough Infant School

What Ofsted said

From the inspection on 12 May 2026

Pupils love coming to this happy and inclusive school. They are greeted by staff who care about them and their needs, every day. Pupils attend well. Those who need help to attend more regularly get the support they need. As a result, pupils feel they belong. On the whole, pupils achieve well. They make steady progress from their starting points and are prepared for the transition to junior school. The curriculum is broad and balanced. Teachers present information clearly, and pupils practise what they have learned. Pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), generally receive the support they need to learn effectively. Pupils behave well, consistently. They rarely need to be reminded of the school rules. Pupils understand how their behaviour can help them to learn well. As a result, they concentrate carefully and persevere during tasks and activities. For example, the youngest children work together to unroll and cut tape to make paper telescopes. Playtimes are harmonious. Leaders have invested in making these times active and purposeful. Consequently, pupils learn new skills in the mud kitchen, ride scooters and dress up. Pupils learn how to manage their emotions and resolve minor conflicts. This helps them to become confident and resilient. Pupils say that bullying does not happen at their school. They can name adults who will help them with their worries, however. Pupils, including those who are disadvantaged or have SEND, develop their talents and interests through a range of clubs, such as LEGO and gardening. Educational visits complement the curriculum. Children in Reception Year prepare for a trip to the farm, while pupils in key stage 1 recall memorable experiences at the zoo. Pupils are well prepared for life outside of school. They know how to keep safe and healthy and form positive relationships. Pupils are inclusive. They understand some pupils need more help than others and that that is okay. They are respectful of differences and have a strong sense of identity.

What the school should improve

• Leaders should ensure that recent changes to the teaching of writing are embedded so that pupils develop transcription skills, particularly handwriting and spelling, consistently well.
• Leaders should continue to strengthen how they monitor the impact of strategies to address barriers to learning so that adaptations and adjustments enhance the opportunities and experiences for these pupils consistently.
• Leaders should continue to ensure that staff address errors and misconceptions that have been identified through assessment so that gaps in learning close quickly and all pupils achieve as well as they can, consistently.

Read the full Ofsted report (opens in a new tab)