Belvedere Infant School

Belvedere Infant School Inspection report

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Unique Reference Number 101438 Local Authority Bexley Inspection number 354996 Inspection dates 2–3 February 2011 Reporting inspector Kevin Hodge

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Infant School category Community Age range of pupils 3–7 Gender of pupils Mixed Number of pupils on the school roll 310 Appropriate authority The governing body Chair Cllr. Margaret O'Neill Headteacher Linda Mulley Date of previous school inspection 9 May 2008 School address Mitchell Close Belvedere Be DA17 6AA Telephone number 020 831 19092 Fax number 020 8311 9666 Email address admin@belvedere-inf.bexley.sch.uk

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Age group 3–7 Inspection dates 2–3 February 2011 Inspection number 354996 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by four additional inspectors. They visited 24 lessons taught by 10 staff. They observed the school's work, looked at school documentation and pupils' workbooks, and held discussions with groups of pupils, members of the governing body, including the Chair of the Governing Body, and senior staff. Questionnaires from 60 parents and carers and 15 staff were analysed to help inform the inspection process. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Inspectors examined whether the recent rise in pupils' attainment is being sustained, particularly in their writing.  They explored how well teaching caters for those who are more able and in promoting pupils' computer skills.  The team considered how the curriculum is helping widen pupils' understanding of others, particularly those living much further from the school.

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Introduction

 It explored whether the school has been successful in raising pupils' attendance levels.

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Information about the school

This larger-than-average-sized infant school serves a culturally diverse community. Approximately 85% of pupils are from minority ethnic heritages, with pupils of African, Indian or Pakistani heritage forming the largest proportions. Approximately 28 different languages are spoken by pupils. Around 28% of pupils have special educational needs and/or disabilities which is above average, as is the number with a statement of special educational needs. The proportion of pupils known to be eligible to receive free school meals is higher than the national average. Children in the Early Years Foundation Stage are taught in a Nursery and three Reception classes. The school has gained Healthy Schools status. The previous Nursery building was demolished recently and building work is currently underway to replace it. Nursery children are temporarily being taught within the main school building. As a consequence, a Year 2 class is being taught in the school

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Information about the school

library area. The outside areas which were provided particularly for Nursery children have been unavailable since the building work commenced. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. Parents and carers particularly value the good levels of care, guidance and support which help pupils to feel secure, happy and well-behaved. At the heart of the school is a clear focus upon individual needs and aspirations of pupils, guided and fostered well by senior leaders, the governing body and supportive staff. These positive approaches promote harmonious relationships between pupils with differing backgrounds or beliefs. Pupils' good attitudes to learning are a clear basis for recent rises in pupils' attainment. Although pupils enjoy attending the school, attendance levels have only just edged up to satisfactory because of the school's efforts. There are still too many occasions, however, when attendance for a small number of pupils falls short of the norm because some parents and carers do not ensure their regular attendance. Children have a good start to school life and, although recent disruptions have reduced

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Main findings

some of their access to outdoor spaces, those in the Early Years Foundation Stage enjoy learning and feel secure as their welfare needs are catered for effectively. Since the last inspection, pupils' attainment in English and mathematics has risen and last year's national results were the highest for some time. Pupils' current attainment in writing, mathematics and scientific skills reflect broadly average levels, but their speaking, listening and reading skills are often better than expected. Teaching, although generally good through the school, is not always consistently so. Teachers develop good relationships with pupils and plan lots of practical activities during lessons. These are usually interesting and pitched well to pupils' interests and ages, but those that are more able are not always stretched to their full capabilities. Some activities, while interesting, do not fully exploit the creative

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Main findings

potential of pupils. In other subjects, including music, art, and information and communication technology (ICT), pupils achieve well. Pupils' improved levels of basic skills and success in other subjects are clear factors in ensuring most, including those with special education needs and/or disabilities, make good progress and achieve well by the time they leave the school. This is an improved picture from the last inspection. There is a clear drive and ambition to continue raising pupils' attainment and progress while keeping pupils' personal well-being to the fore. A close eye is kept on pupils' progress and is paying dividends in terms of raising pupils' attainment. Support for all pupils, but particularly those who are potentially vulnerable, is targeted to good effect. Relationships with parents and carers are good. The school has an accurate view of its strengths and weakness through clear, regular self-evaluation routines. As a result,

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Main findings

improvements in key subjects are now secure. Some areas such as reducing gender differences in pupils' progress, which vary slightly from subject to subject, are already on the school's 'must do' list to reduce further. The rebuilding of the Nursery is another 'plus factor' in improving pupils' experiences. These factors all indicate that the school has a good capacity for further improvement. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Improve the consistency of teaching and pupils' learning through the school in the coming academic year by: ensuring that work is closely matched to the abilities of pupils, particularly for those who are more able extending pupils' learning in the Reception classes, when they are working in small groups or alone on activities asking more open-ended questions of pupils to extend their learning planning more innovative activities to capitalise on pupils' natural curiosity.  Work with the small number of parents and carers who find it difficult to send their children to school regularly, to raise attendance levels further.

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Outcomes for individuals and groups of pupils 2

Pupils' good achievement, from below average attainment levels when they start school, is the result of the good combination of their personal abilities aiding their academic confidence. Good levels of spiritual, moral, social and cultural development mean pupils have good attitudes to learning. Nearly all pupils benefit from daily physical 'peer massage', which helps relax them after busy lunchtimes and sets them up well for afternoon learning. Pupils' writing has improved recently. For example, Year 1 pupils particularly liked the idea of aliens landing in school and took delight in writing about them. In a poetry-based assembly, pupils enjoyed reciting poems to classmates and parents. In a Year 2 lesson about learning to tell the time, pupils accurately sequenced times when they woke up, washed, ate breakfast and went to school. Only in activities which are occasionally too easy for some or require simple completion of tasks does

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Outcomes for individuals and groups of pupils 2

pupils' attention wander. Variations between boys' and girls' attainment, noted in national tests, were not evident in day-to-day work. Pupils from different ethnic groups achieve well in line with all other pupils. Pupils' skills in ICT develop systematically to the levels expected, as does their scientific knowledge, despite not always being recorded to the best effect so they can review what they have learnt. For some individuals with special educational needs and/or disabilities, progress has been excellent because of very close identification of their needs and specific academic, emotional or social programmes provided for them. The school council, aided by pupils having simple responsibilities around the school, contribute to initiatives such as changes to school rules. The pupils voiced their good sense of safety to inspectors, citing the willingness of staff to help and guide them. Contributions to local community life and visits further afield help develop their sense of

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Outcomes for individuals and groups of pupils 2

responsibility and knowledge of other places. Playtimes are active, aided by a good variety of play equipment available, and pupils say they try to eat healthily, and are proud of achieving their Healthy Schools award. Given the improved levels of pupils' basic skills and their good levels of social skills, their preparation for their next schools and beyond is good. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 2

Pupils' achievement and the extent to which they enjoy their learning 2

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 2

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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Outcomes for individuals and groups of pupils 2

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 2

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teachers make sure that pupils have a 'hands on' approach to much of their learning. Lessons are usually interesting, make use of a variety of approaches and try to combine subjects where possible. This good teaching is usually the case throughout the school but is not yet consistently so. This means that some activities are a little predictable or do not capitalise upon the pupils' natural curiosity. The use of ICT is regular so pupils develop key computing, camera and video skills. When questioning pupils, teachers are usually effective at involving as many pupils as possible, but questions are not always open ended enough to prompt pupils to think more creatively or deeply about the subject in hand. Teachers mark pupils work regularly and ongoing pupil progress meetings help pinpoint any needing an extra boost to their learning. Teachers are usually adept at using the curriculum to devise topics and projects that interest pupils, and have taken steps to make

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How effective is the provision?

sure that both boys and girls are equally catered for. Projects such as those about dinosaurs enliven learning, but the school recognises that in some areas, they could take risks in devising more creative topics alongside activities to promote basic skills. The curriculum has a number of planned opportunities to learn about others in different parts of the United Kingdom and in other countries. Visits out of the school include local museums and other cultural venues. The school places great emphasis upon caring for pupils and in catering for their particular needs, and initiatives such as 'peer massage' illustrate the importance of promoting pupils' Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

healthy living. Being a 'lead school' for developing pupils' personal, social, and health education reflects their determination to make this aspect of the school outstanding. Potentially vulnerable pupils and their families benefit from a high profile approach in involving them in the life of the school. In most areas, this is proving successful, with parents and carers visiting classes often and only low attendance levels for a small minority of pupils not fully addressed and reduced further. Most parents and carers express their appreciation of the way in which the school cares for and provides help to their children. As one said, 'I like the good services teachers and other staff give to the children Thanks.'

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

A determined effort by senior leaders and staff has succeeded in raising pupils' attainment and progress and in ensuring that pupils' academic progress keeps pace with their personal development. The drive and ambition of staff are evident in the way pupil progress meetings highlight clearly which groups of pupils are lagging behind or making better progress. The school's self-evaluation is accurate and effective in generating priorities for development. It is often based upon regular monitoring of teaching, analysis of information on pupils' progress and the views of parents and pupils. Observations are usually perceptive, although more attention is sometimes given to teaching approaches rather than pupils' learning. Adults at all levels promote equal opportunities well and eliminate discrimination where possible. Teachers are vigilant about ensuring pupils have equal opportunities to attend clubs and have equal access to resources. Good monitoring

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How effective are leadership and management?

of pupils' progress means that any groups underachieving are quickly spotted and helped, for example by reallocating teaching assistant support to certain lessons. This works well in supporting certain groups of pupils to achieve in line with fellow pupils. The governing body is keen to support this desire for improvement, as shown by the Nursery rebuild project. Governors visit regularly to see class activities and attend social events. These give valuable insights, but are not always planned to best effect over the year to help get the full picture of school life. The governing body ensures that safeguarding, including the vetting of staff appointments and health and safety routines, are carried out well. Parents and carers voice their appreciation of the school. The links with them are becoming closer so pupils feel the direct benefit, most noticeably in their general well-being. The school has developed strong links with schools and organisations in the local area to

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How effective are leadership and management?

help promote community cohesion and broaden pupils' understanding of their community. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

Regular activity weeks include an international theme and celebrations of key events such as Chinese New Year. Pupils' understanding of others' backgrounds and beliefs is developed well through their already good understanding of global issues and events through class-work and fundraising for others.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

Taking into account: The leadership and management of teaching and learning

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 2

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 2

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 2

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 2

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Early Years Foundation Stage

Children make good progress in the Nursery, despite the disruption of moving into the main school. This inevitably means that resources and outside spaces have been reduced. That said, the children enjoy using their new surroundings and the school has taken effective steps in ensuring their outdoor leaning is catered for satisfactorily. A good range of activities develop their simple coordination, social, early language and number skills. Well-thought-through induction procedures help them settle in to school and then into Reception classes. Adults gain a good knowledge of individual children, and activities in the Reception classes cover a wide area. For example, children enjoyed going on a 'shape hunt' around the school and others liked looking for different shapes on their model house. Children develop positive attitudes and they socialise well, enjoying their practical work both inside and outside the classroom. They acquire a good understanding in

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Early Years Foundation Stage

important areas such as learning letter sounds and numbers. Simple activities such as looking for buried 'treasure words' in the sand tray help develop their skills. Children develop independence skills appropriately, but although teachers and helpers supervise these activities well, sometimes children are left for a little too long before their interests are re-energised with a word of help from an adult. Children are regularly assessed and activities are modified to help their learning move on. Their good progress means that although some weaknesses remain, particularly in writing and language skills, they enter Year 1 with age-expected levels. In areas such as their social, emotional and physical abilities, they reach better than the expected levels. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

Staff work well together as a team, and innovative ways of recording children's progress using technology to record and transfer information is helping them in keeping a close eye on progress and in recording children's 'learning journeys' for others to see. Staff forge a very positive partnership with parents and carers, which is maintained well throughout the year and helps ensure children's welfare. Simple routines such as children inviting their parents or carers into weekly open afternoons are proving beneficial in aiding children's learning.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2

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Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 2

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Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The vast majority of parents and carers are positive about the school. The proportion of questionnaires returned was lower than average for a primary school. The responses contained a mixture of praise and a smaller number voicing individual concerns or areas that they would like improving. Positive comments covered a variety of points, but mainly referred to the way the school cares for their children and that children enjoyed school and were happy at school. Those who voiced concerns covered a number of unconnected subjects, but these ranged from concerns over behaviour, food at lunchtime, better progress for their children, and ways of improving safety aspects. Inspection findings could not endorse most of these concerns as they found safety aspects to be good, and pupils' progress is generally good. School lunches appeared to be of the quality normally found in schools and pupils generally said they liked them.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Belvedere Infant School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 60 completed questionnaires by the end of the on-site inspection. In total, there are 310 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 34 57 24 40 0 0 2 3 The school keeps my child safe 32 53 27 45 0 0 1 2

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 31 52 26 43 2 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 28 47 24 40 4 7 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 28 47 29 48 3 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 30 50 29 48 1 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 28 47 28 47 1 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 12 20 36 60 2 3 1 2

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 23 38 31 52 3 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 26 43 29 48 2 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 21 35 30 50 4 7 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 25 42 30 50 2 3 1 2

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 30 50 28 47 1 2 1 2

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Responses from parents and carers to Ofsted's questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Belvedere Infant School, Belvedere DA17 6AA

Many thanks for making us feel welcome when we visited your school recently. Well done for coping so well with the building of your new nursery. Yours is a good school that has got even better since the last time it was inspected. Here are some of the things we found out  The Nursery and Reception children make good progress and enjoy all of the activities that take place.  You reach the expected standards in English and mathematics. You achieve well in most aspects of your work.  You are good at keeping active at playtimes, as you like playing around your pirate boat, and I know most of you try to eat healthily.  You behave well and said you feel safe as the school cares for you so well.  The range of things you do in school is good. I wish I had seen some of those aliens in Year 1 though!  The school helps those of you who sometimes find work difficult or feel a bit sad at times to achieve well.

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Inspection of Belvedere Infant School, Belvedere DA17 6AA

 The staff teach you well and the school involves your parents or carers in the life of the school effectively to help it become even better. We have asked the school to do two things to help it improve further:  to make the teaching consistently good or better in all classes so that the work you do is challenging, not too easy and exciting where possible  help a small number of parents and carers to see how important it is that you come to school every day so you can learn lots of new things. You can help the school to improve even more by keeping up your good behaviour and always coming to school unless you are unwell.

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Inspection of Belvedere Infant School, Belvedere DA17 6AA

Kevin Hodge Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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