Fair Oak Infant School

Fair Oak Infant School is a happy, inclusive and well-led infant school that is performing well overall. Safeguarding standards are met, and pupils are safe, feel a strong sense of belonging and behave especially well. Attendance is above national figures, including for pupils with SEND, and disadvantaged attendance is improving rapidly. Early years provision is a particular strength, giving children a first-class start and strong foundations for Year 1, with effective support for SEND and disadvantaged children. Personal development is also strong, with a well-planned programme, enrichment, clubs and trips that broaden pupils' experiences. Pupils typically achieve well in English and mathematics, and phonics outcomes are above national figures. Pupils with SEND are well supported and succeed in the curriculum. Leadership and governance are effective: leaders know pupils and families well, focus closely on disadvantaged pupils and those with SEND, and staff are well trained and supported. The school has recently undergone significant change, reducing its annual intake from five classes to four, which has also reduced staffing. The main area for improvement is the wider curriculum. Pupils' retention of knowledge across some wider subjects is variable, and new learning does not always build securely on prior knowledge. In some wider curriculum lessons, teachers move pupils on too quickly without checking understanding, and activities can focus on completion rather than securing and applying knowledge. Leaders are already refining curriculum plans and should strengthen assessment across the wider curriculum to inform future teaching.

Strengths

• Safeguarding standards are met within an open and positive culture.
• Pupils are happy, feel safe and have warm, respectful relationships with staff.
• Attendance is above national figures, including for pupils with SEND.
• Disadvantaged pupils' attendance is improving rapidly.
• Pupils behave especially well, bullying is rare and conduct is courteous and respectful.
• Early years provision gives children a first-class start and strong foundations for Year 1.
• Targeted support helps children with SEND and disadvantaged children progress very well in early years.
• The personal development programme is well planned and supported by enrichment, clubs and trips.
• Pupils achieve well in English and mathematics, with phonics outcomes above national figures.
• Pupils with SEND receive effective individualised support and succeed in the curriculum.
• Leaders and governors know pupils and families well and focus tenaciously on disadvantaged and SEND pupils.
• Staff benefit from extensive training and coaching and feel valued and supported.

Areas for Improvement

• Pupils' retention of knowledge across the wider curriculum is variable.
• New learning in some wider subjects does not build securely on prior knowledge.
• Teachers occasionally move pupils on too quickly without checking understanding in wider curriculum subjects.
• Some wider curriculum activities focus on completion rather than securing and applying knowledge.
• Assessment across the wider curriculum needs strengthening to inform future teaching.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Fair Oak Infant School attended 96.3% of sessions (the national figure for primary schools was 94.8%). 5.1% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Fair Oak Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Fair Oak Infant School had 24.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 17.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 5.6% of pupils at Fair Oak Infant School were on SEN support (nationally 15.4%) and 5.0% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Fair Oak Infant School received £7,277 and spent £7,267 for each of its 359 pupils. It ended the year with reserves of £321,000 (£895 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Eastleigh · Hampshire local authority: places and applications

What is Fair Oak Infant School's Ofsted rating?

The latest Ofsted rating for Fair Oak Infant School is Expected standard, from an inspection in February 2026.

When was Fair Oak Infant School last inspected by Ofsted?

Fair Oak Infant School was last inspected in February 2026.

How many pupils does Fair Oak Infant School have?

Fair Oak Infant School has 359 pupils on roll.

What age range does Fair Oak Infant School cover?

Fair Oak Infant School for pupils aged 4 to 7.

Where is Fair Oak Infant School?

Fair Oak Infant School is at Botley Road, Fair Oak, Eastleigh, Hampshire, SO50 7AN.