Sunnymede Infant School

Sunnymede Infant School Inspection report

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Unique Reference Number 114942 Local Authority Essex Inspection number 357654 Inspection dates 9–10 November 2010 Reporting inspector Tusha Chakraborti

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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 Foundation Age range of pupils 4–7 Gender of pupils Mixed Number of pupils on the school roll 186 Appropriate authority The governing body Chair Amanda Solomons Headteacher Melissa Eades Date of previous school inspection 9 June 2008 School address Mons Avenue Billericay CM11 2HQ Telephone number 01277 624592 Fax number 01277 633268 Email address office@sunnymede-inf.essex.sch.uk

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Age group 4–7 Inspection dates 9–10 November 2010 Inspection number 357654 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 1234 234, 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 1234 234 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 three additional inspectors. They observed 15 lessons taught by eight different teachers in the seven classes in the school. Meetings were held with the headteacher, groups of pupils, representatives of the governing body and staff. Inspectors observed the school's work, checked arrangements for safeguarding and scrutinised a range of documentation including development plans, records of pupils' progress, the monitoring of teaching and learning and minutes of the governing body's meetings. They also scrutinised responses to the inspection questionnaires from 87 parents and carers and 11 staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well do all pupils in the current Year 2 achieve in all subjects?  How successful are the strategies to improve standards in writing for boys?  To what extent is the improved quality of teaching accelerating pupils' progress and

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Introduction

raising standards of attainment?  Is the school's self evaluation rigorous and effective enough to identify accurately further steps for improvement?

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Information about the school

This is a smaller than average infant school. The very large majority of pupils are White British. The percentage of pupils known to be eligible for free school meals is below average, as is the proportion of pupils with special educational needs and/or disabilities. A very few pupils are at the early stages of learning English. The school holds Healthy Schools status and Activemark award. Children in the Early Years Foundation Stage are taught in the Reception classes. From September 2010, the school has opened an additional Reception class at the request of the local authority as all schools in the local area, including Sunnymede, were over- subscribed.

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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. It has improved significantly since the last inspection. A strength of the school is the extent to which leaders and staff work together to ensure an excellent level of care for all pupils. This supports pupils effectively to develop good personal and social skills and to grow up as confident learners. The school has established an excellent partnership with parents and carers, engaging them very successfully in their children's learning and in all aspects of its work. Parents and carers are overwhelmingly positive about the school and this is reflected in their responses to questionnaires. One parent wrote, 'I could not wish for a better start to my daughter's school life.' Another commented, 'I cannot praise the work of the school highly enough. I am delighted with the progress my child is making.' Pupils thoroughly enjoy attending this school and are proud of their involvement in making

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Main findings

decisions. They behave well and their understanding of how to lead a healthy lifestyle is exemplary, supported by the award of Healthy Schools status. Their moral and social development is good but their awareness of cultural diversity is less well developed. The school promotes community cohesion very well in collaboration with local schools. However, its engagement with the wider national and international community is still under development. The rigorous and thorough tracking of pupils' progress has ensured significant improvement in pupils' achievement in all areas since the last inspection and this has been sustained successfully over the past two years. Children, joining the Reception classes with skills and abilities in line with national expectations, make good progress during their stay in the school. As a result, by the end of Year 2, they achieve standards of attainment that are above average in all subjects. Pupils with special educational needs and/or

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Main findings

disabilities and those who speak English as an additional language also make good progress because they are carefully supported, both individually and in small groups. The teachers have high expectations of pupils' behaviour and work. Members of staff have excellent relationships with the pupils, praise their efforts and make good use of interactive white-boards and other resources to support learning. Teachers use questioning effectively to assess pupils' progress. They are clear about what they want the pupils to learn and how this will be achieved, matching work well to individual needs. However, in a minority of lessons, activities are not planned effectively enough to meet the varied needs of all the pupils. As a result, more-able pupils are not always challenged sufficiently to ensure that they achieve as well as they can. Teachers mark pupils' work regularly, but do not always ensure that pupils understand how to improve their work.

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Main findings

The headteacher and the senior leaders make a significant contribution to the school's drive for improvement. Excellent partnership with local schools through the local community trust contributes very well to the school's continuing priority to improve the

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

quality of education for all its pupils. Accurate self evaluation and rigorous monitoring of the priorities for school development provide a clear direction for what needs to be improved further. An effective system for performance management and staff development ensures that staff are supported well in enhancing their expertise for the good of the pupils. The governing body is well engaged in all aspects of the school's work and supports leaders effectively in their determination to raise standards further. Consequently, the school has a good capacity for sustained improvement, as illustrated by the impact of its strategies in improving all areas of its work.

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What does the school need to do to improve further?

 Ensure the very large majority of teaching is good or better by: planning consistently sufficiently challenging activities so that more able pupils are always able to achieve as well as they can ensuring that all teachers support pupils' learning more effectively by suggesting how they can improve.  Extend pupils' understanding of cultural diversity further by promoting community cohesion beyond the school community and, thereby, deepening pupils' understanding of their place in the wider world.

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Outcomes for individuals and groups of pupils 2

Children enter the Reception classes with skills and experiences that are in line with those expected for their age. The assessment data and inspection evidence show that, starting from the Reception, all groups of pupils make consistently good progress in reading, writing and mathematics as they move up the school. As a result, standards have improved significantly over the past two years and have been sustained at above average levels in all areas. Progress in writing has been particularly strong because of the school's clear focus on strengthening pupils' writing skills further. This has resulted in boys achieving as well as the girls. Pupils with special educational needs and/or disabilities and those who speak English as an additional language also make good progress. The pupils thoroughly enjoy learning. They listen carefully to their teachers and concentrate on the tasks they are set. They apply their writing skills across the curriculum

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Outcomes for individuals and groups of pupils 2

successfully. They enjoy reading a wide variety of books and are keen to write stories, describing their experience imaginatively. This was seen in a Year 2 lesson where pupils wrote their own stories entitled 'Through the Wardrobe.' One pupil wrote, 'I walked through the wardrobe and saw some glittery, sparkly snow. After that, I saw some icicles that were as sharp as needles.' Another described snow as 'white, fresh and as soft as a teddy bear.' Pupils' punctuation skills are well developed. In mathematics, they enjoy investigative work and apply their numeracy skills well to solve practical problems. Pupils behave well and respect others' values and beliefs. They develop a good level of spiritual awareness through assemblies and other memorable experiences such as looking at live owls and understanding how they adapt to their environment. They are very well aware of the importance of exercise to stay healthy and most of them take part regularly

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Outcomes for individuals and groups of pupils 2

in several sporting activities, as evidenced by the award of the Activemark. They have a good sense of morality and their social skills are well developed. Pupils apply their basic skills well to enhance their learning and are well placed to continue their education. They

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

undertake jobs around the school, such as representing their classes on the school council and attending local community trust meetings, and carry them out responsibly. They are involved well in planning and organising a wide range of school events and fundraising activities. Attendance is average and improving.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 2

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

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

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2

Taking into account: Pupils' attendance¹

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

The teachers have good subject knowledge. They plan a range of activities that interest and motivate pupils. Excellent relationships provide a secure learning environment, enabling pupils to make consistently good progress. The teachers know the pupils well and use questioning effectively to engage them in learning. For example, in a good information, communication and technology (ICT) lesson in Year 1, the brisk pace and good questioning ensured that all groups of pupils gained a good understanding of how to use a paint programme to draw the setting of the story, 'The owl who is afraid of dark' that pupils had read in their literacy lesson. The teaching assistants are particularly successful in supporting pupils with special educational needs and/or disabilities by tailoring activities to meet their learning needs. The teachers mark pupils' work regularly, but do not always suggest how it might be improved. In a minority of lessons, more able

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How effective is the provision?

pupils are not challenged sufficiently to ensure that they achieve as well as they can. The curriculum is well organised and provides pupils with good quality learning experiences. It is well enhanced by the school's involvement in the local community trust

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

cluster of schools which provides pupils with opportunities to attend a range of activities linked to different subject areas. This contributes well to pupils' personal development as they are well involved in attending and suggesting activities at trust meetings. A good range of extra-curricular activities, such as clubs, trips and visits, enrich pupils' enjoyment of learning. The school provides a happy and welcoming learning environment for all its pupils. Careful tracking of pupils' work is used efficiently to target appropriate intervention strategies for all pupils. The school works extremely well with parents and outside agencies to support the learning and the well-being of pupils. Pupils with special educational needs and/or disabilities are identified early and provided with skilful support from staff. Carefully targeted interventions for vulnerable pupils are very well implemented through a whole

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

school approach. The arrangements for transferring children between the key stages within the school as well as between Year 2 and the junior school are very effective.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and other leaders, ably supported by other staff and the governing body, are successfully driving improvement forward. They have put in place strategies by which they can develop the expertise of teachers and consistently raise pupils' achievement. A thorough analysis of data enables the school to identify the actions that are needed to sustain improvements. Members of staff are fully aware of their roles and responsibilities. Members of the governing body hold specific responsibilities for monitoring the work of the school, particularly pupils' progress and well-being. As a result, there is a good, shared understanding of the priorities of the school's improvement plan and a high commitment to the actions necessary for them to be realised. The school is committed to promoting equality of opportunity for all its pupils. This has resulted in significant improvement in the performance of all groups of pupils. The

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How effective are leadership and management?

safeguarding procedures are effective. Staff are well trained and have excellent awareness of the safety requirements to ensure that all pupils are well protected. The school has evaluated all aspects of community cohesion and its promotion of these aspects within the local community is excellent. It works closely with the schools in the local community trust to give pupils opportunities to experience cultures other than their own, but its engagement with the wider national and international community is at an early stage. The school manages its budget efficiently and provides good value for money.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

An attractive learning environment with vibrant displays and a good range of resources interests children and stimulates their imagination in the Reception classes. As a result, children greatly enjoy their learning and make good progress. They start school with attainment that is in line with expectations. By the end of Reception, a high proportion of children reach standards that are above the national average in most areas of learning. A wide range of practical and hands-on-activities are planned effectively to develop confidence and independence, as well as extending basic literacy and numeracy skills. A good balance of adult-led and child-initiated activities ensure that children have opportunities to choose their own independent activities. This was seen in a session where children worked well on the activities based on the story 'Can't you sleep little bear' that they read earlier. Regular teaching of the link between sounds and letters supports

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Early Years Foundation Stage

children well in developing their early literacy skills. Children develop good co-ordination and personal skills as they explore the well organised indoor and outdoor activities. Children with special educational needs and/or disabilities are well integrated and benefit from good support from skilled teaching assistants. Occasionally, however, children spend too long in the carpet area listening to introductions, when they could move more quickly into activities. The school ensures excellent relationships and close contact with families through an effective induction system. As a result, parents get involved and children settle quickly into their daily routines. Staff ensure that the children's health, safety and well-being are always given the highest priority. Assessment of children's progress is rigorous and the information gained is used effectively to inform planning. Leadership is effective in

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Early Years Foundation Stage

providing children with an enjoyable, safe and secure learning environment.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

A high proportion of parents and carers responded to the questionnaires. The vast majority were very pleased with their children's experience in this school. They appreciated that the school keeps their children safe and it ensures that pupils develop excellent understanding of how to live a healthy lifestyle. Several parents and carers commented that the headteacher is 'very efficient' and staff are 'dedicated and caring'. Most parents and carers feel that they are kept well informed about their children' progress. Inspectors found that the school's partnership with the parents and carers in promoting their children's learning and well-being is exemplary.

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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 Sunnymede 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 87completed questionnaires by the end of the on-site inspection. In total, there are 186 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 77 89 9 10 0 0 0 0 The school keeps my child safe 78 90 9 10 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 56 64 29 33 1 1 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 51 59 34 39 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 59 68 28 32 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 63 72 23 26 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 61 70 26 30 0 0 0 0

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Total % Total % Total % Total %

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) 45 52 31 36 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 50 57 34 39 2 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 50 57 32 37 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 45 52 37 43 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 60 69 24 28 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 70 80 17 20 0 0 0 0

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Total % Total % Total % Total %

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 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 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. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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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 Sunnymede Infant School, Billericay, CM11 2HQ

Thank you all very much for welcoming us to your school and being so friendly and helpful. We were pleased to see how much you enjoy school. We agree with you that your teachers and all other adults in school take very good care of you. You behave well and are always keen to help each other. You carry out your duties, including the special jobs as monitors or school council representatives, willingly and responsibly. Your school is providing you with a good quality of education. As a result you make good progress and achieve good standards in reading, writing and mathematics. To improve your school further, we have asked the headteacher and staff to do the following things. Make sure that you are always set challenging work to do so that all of you are able to move your learning forward as rapidly as possible. Help you to understand how you can improve your work further. Extend your understanding of the similarities and differences between different

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Inspection of Sunnymede Infant School, Billericay, CM11 2HQ

communities by finding out about people elsewhere in Britain and the rest of the world. We are sure that you will work hard and attend regularly to help the school make these improvements. We wish you well for the future.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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