Chandler's Ford Infant School is celebrating a hat-trick by notching its third glowing Ofsted report in a row.

Inspectors found that the school provides a good quality of education and the quality of teaching and learning was good - reflecting a careful planning of a rich, broad and interesting curriculum and well-planned use of the "very good" accommodation and facilities.

Eighty-four per cent of the teaching observed by inspectors was good or very good, with no unsatisfactory teaching, and the school was also praised for its leadership and management.

Besides finding that the school involves parents very well through seeking, valuing and acting on their views, inspectors also said the parents are very appreciative of the school, which gives good value for money.

Head teacher Chris Heare, who took over running the school in September 2003, told the Daily Echo: "I am extremely pleased with the report. Chandler's Ford Infant School is a good school where everyone is committed to providing the best education for all our children.

"It is an exciting place to work and we are continually striving to improve."

She added that governors and staff were "justifiably proud" when they received a good Ofsted report for the third time.

The school has occupied its Kings Road site since 1908 but the building has undergone major improvements in recent years. The report says the improvements are having an "increasingly beneficial impact" on pupils' learning.

Mrs Heare has been praised for having high aspirations for the school, and recognising and valuing the contribution made by all staff.

Just two areas for improvement were highlighted and Mrs Heare said the school was addressing these.

STRENGTHS:

Above average standards in English, mathematics and science by the end of Year 2 reflect good achievement and stem from the good teaching of a very rich curriculum.

Most pupils, including several with emotional and behavioural needs, have good attitudes, behave well and enjoy good relationships as a result of the very good provision for their spiritual moral, social and cultural development.

The head teacher has established a clear, shared vision for the development of the school.

Provision for the pupils' care, health, safety and welfare is very good.

The school develops equally effective links with parents, schools and the local community, enriching pupils' learning.

WEAKNESSES:

Teachers' marking of the work of older pupils does not always give enough guidance on how to improve.

The quality of presentation of pupils' recorded work could be better.

STANDARDS:

Achievement is good overall. Although the prior attainment of pupils in different year groups varies, the school promotes good achievement for most pupils - including higher attainers and pupils with special educational needs.

Standards of pupils currently in Year 2 are above average overall, including speaking and listening, reading and writing and attainment in maths and science.

Standards in art and design are well above average for pupils of their age and the substantial proportion of good and very good teaching across the breadth of the curriculum promotes pupils' achievement positively.

Children in reception classes achieve well and reach expected goals in communication, language and literacy and in mathematics.

Many children attain above average standards in their personal, social and emotional skills in response to warm support and very good links with parents.

Pupils' personal qualities, including their spiritual, moral, social and cultural development and their attendance are good.

Most pupils show good attitude and behaviour and pupils with behavioural and emotional needs respond well to the support they receive.

TEACHING AND LEARNING:

Teaching is good in Years R, 1 and 2 plus in English, maths and science - and very good in art and design.

Inspectors found the development of children's personal, social and emotional skills was a strong aspect of provision in reception classes.

The promotion of pupils' independence in their learning was a developing strength, but at present had a bigger impact in reception and Year 1 than in Yr 2, where several pupils still needed closer adult support.

Teachers used learning support assistants very effectively and generally used assessments of children's work well to plan future teaching and learning but marking was occasionally a weakness.

The curriculum is good and enriched by the numerous clubs, the very good accommodation and by strong partnerships with parents, the local community and other schools.

FACTFILE:

Number of pupils: 172

Age range: Four to seven.

Gender of pupils: Mixed.