Dunchurch Infant School

Dunchurch Infant School Inspection report

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Unique Reference Number 125763 Local Authority Warwickshire Inspection number 359939 Inspection dates 9–10 November 2010 Reporting inspector Carolyn Carnaghan

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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 3–7 Gender of pupils Mixed Number of pupils on the school roll 170 Appropriate authority The governing body Chair Amelia Tankard Headteacher Maureen Mrowicki Date of previous school inspection 11 December 2007 School address School Street Rugby CV22 6PA Telephone number 01788 810292 Fax number 01788 810919 Email address Admin5204@we-learn.com

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Age group 3–7 Inspection dates 9–10 November 2010 Inspection number 359939 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 11 lessons taught by seven teachers, held meetings with pupils, staff, parents and carers and members of the governing body. They observed the school's work, and looked at policies, documents, plans and minutes of meetings. They scrutinised 103 questionnaire responses from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Children's starting points in the Early Years Foundation Stage, to provide a clear picture of their achievement.  Whether the school's recent track record and improvements made since the last inspection support its view that the capacity for sustained improvement is outstanding.

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Information about the school

This is a smaller-than-average infant school. It has a below-average proportion of pupils eligible for free school meals. There are fewer pupils with special educational needs and/or disabilities than is typically found nationally. Most pupils are White British, with few from minority ethnic groups. There is a Nursery on the site managed by the school's governing body and before- and after-school care.

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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

Dunchurch Infant School provides a good education for its pupils. Many begin their time at this school in the Nursery classes, but not all of them. Most children who arrive in Reception stay on into Years 1 and 2 and when they do, they make good progress from their starting points, leaving at the end of Year 2 with above-average levels of attainment. Those with special educational needs and/or disabilities make good and sometimes better progress than their peers. Pupils feel safe and are generally happy at school, soon settling into the calm and harmonious life that is the norm at Dunchurch. They care for one another and good behaviour is expected and consistently seen around school and in lessons. Pupils make good contributions to their community, through volunteering for school council, helping in assembly or singing for others. They develop their basic skills well in reading, writing and mathematics. However, girls are not as confident in speaking up in class or assembly, or in

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Main findings

mathematics, and boys fall behind girls in writing. Sometimes, those who are more able are not fully stretched, spending too long working in mixed ability pupil groups. Pupils attend well and are making good strides in their preparation for their future education. Teachers plan and generally deliver lively and well-paced lessons through the developing creative curriculum. There is scope for pupils to explore their imagination and the world in which they live. The school has good assessment information, but this is not always effectively used to challenge all pupils. Pupils are not always given opportunities to assess their own work during lessons. Pupils usually have an equal opportunity to learn but, occasionally, where boys are not as engaged with their work as much as they might be they do not achieve as well as girls. Pupils are well cared for, particularly those who have special educational needs and/or disabilities. The school's rapid diagnosis and

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Main findings

arrangements for extra care where it is needed often make a genuine difference for these pupils and their families. There are outstandingly effective links with outside partners that help ensure this good level of care. The school's leaders and managers, supported by the governing body, promote good teaching and learning across the school, including in the Early Years Foundation Stage. They have overseen much valuable curriculum development, but this has not always ensured boys are fully engaged by some of the material chosen to support their reading and writing. Pupils do not always have enough opportunity to use information and communication technology (ICT) in lessons, and this slows their development of workplace skills. However, the school is working on improving this aspect of its activities and senior leaders' efforts with the staff have maintained the good progress shown by pupils over many years. Consequently, the school has good capacity for sustained improvement.

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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

Children in the Early Years Foundation Stage have plenty of opportunities to play and explore, inside classrooms and outside. There are lots of toys and equipment; lessons are interesting and challenge children's young minds to grow and develop well.

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What does the school need to do to improve further?

 Develop the creative curriculum further through: ensuring all books and materials used in lessons appeal equally to both boys and girls provide more regular opportunities for pupils to use ICT across the curriculum.  Improve the use of assessment by: ensuring teachers give pupils opportunities to assess their own work planning and delivering more rigorously activities that fully stretch pupils who are more able.

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Outcomes for individuals and groups of pupils 2

Pupils enter Year 1 with average levels of attainment. Most pupils have come through Reception and so quickly settle into the main school, happily adopting the regular routine of the day. By the end of Year 2, the attainment in most subjects has been above average for the previous two years. Achievement is good for all pupils from all ethnic backgrounds, although, in writing, boys are not as successful as girls, and in mathematics the reverse applies. The school is currently promoting girls' self-confidence in speaking up and celebrating their successes. There are regular opportunities for girls to contribute to assemblies and performances which they actively take up. Pupils make progress in lessons because most are interesting and well paced. The broad curriculum ensures pupils' understanding of the world includes a good grasp of its history and geography. This understanding is applied across topics and pupils' work shows how

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Outcomes for individuals and groups of pupils 2

much they care about neatness and presentation. Pupils successfully apply their well- developed basic skills of literacy and numeracy in a range of activities and show strong personal development in working cooperatively in pairs and small teams. Pupils behave consistently well and this fosters a climate of warmth, security and respect in which they both learn from one another and help each other to progress. They feel safe in a calm, well-ordered environment that enables them to concentrate on their learning. They understand what it takes to stay safe in their everyday lives. Pupils adopt healthy lifestyles in choosing the balanced school meals that they enjoy and the extensive programme of exercise available, both during school and through after- school activities, such as football club. There is an ethos of pupils volunteering, both in school and in the local community. For example, pupils sing for local elderly people and contribute to church services. They

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Outcomes for individuals and groups of pupils 2

demonstrate good awareness of the multiplicity of customs and traditions in our country and around the world. Their cultural understanding is well developed through opportunities in music, such as the choir, and by the appreciation of visual arts, evident in the study of well-known contemporary artists and a variety of artistic techniques and

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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

methods on display. Pupils' good behaviour and warm relationships are a fine testament to their good moral and social development.

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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?

Most lessons are well planned and many focus on topics and themes, pursued across the classes in each year group. Sometimes the books and materials used to stimulate writing are not as appealing to the boys and their progress then slows. Where learning is best, pupils are interested, trying hard to produce very high-quality work. Pupils enjoy working across subjects, such as where a famous painting, seen on a school visit to an art gallery, provided the stimulus for both art, as well as writing. Staff have started to develop a curriculum that helps pupils place their learning into real-life contexts and this helps them to understand how to apply their basic skills. Pupils, including the youngest, use ICT regularly, but not always within subjects; this means they are not developing skills for the future as well as they could. Teaching assistants regularly provide very good support for pupils with special educational

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How effective is the provision?

needs and/or disabilities but they are not always used effectively, for example, to help more able pupils stretch themselves further. Teachers mark and assess pupils' work thoroughly, often promoting a dialogue between them and their parents and carers. Teachers do not always encourage pupils to regularly assess their own work during

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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

lessons. Pupils are sure of their targets and of their next steps and they speak confidently of how well they want to do in their education. The school provides a welcoming learning environment that ensures the good development and well-being of all. Pupils report that they feel safe and well cared for. Transition arrangements include home visits for the youngest children as they prepare for school and helpful trips to the receiving junior school for older pupils. Close liaison with parents and carers is maintained through regular pupil progress and curriculum meetings, newsletters and the informative school website. The requirements of pupils with special educational needs and/or disabilities are carefully diagnosed, drawing on appropriate outside agencies. Extra help for pupils includes a varying approach by teachers in lessons and additional consistent and supportive interventions. The school has a good record of

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

helping pupils overcome significant barriers to their education. Attendance is well promoted through first-day calls, letters, and assemblies where it is included among other areas for celebration. Catch-up work for pupils absent due to illness is thoroughly organised and includes learning materials sent home and reintegration work managed by dedicated teaching assistants. The popular breakfast club benefits from effective supervision and a proactive approach from staff in leading and stimulating play and language development.

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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 ensures her vision and ambition for the school are communicated and understood by all staff. Leaders embed ambition throughout the school, with staff contributing to all aspects of its activities. Teaching is well monitored and leaders have a clear understanding of its strengths and areas for improvement. The governing body is a visible presence around school and is highly supportive. It does not yet always analyse achievement information fully, however, and this limits opportunities to challenge the school. The governing body ensures safeguarding procedures are fully in place and that all policies are robustly and regularly monitored and evaluated. It ensures the site is safe and that all staff are thoroughly vetted and receive the appropriate training in safeguarding. There are close relationships with parents and carers with most saying how happy they are with the school. Parents and carers know they can come and discuss any issues with

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How effective are leadership and management?

staff and are encouraged to contribute through regular discussion forums. The very close relationships with both educational and support partners ensures that any child with particular educational needs receives very high-quality support. This enables pupils who might find it difficult to progress well in school. to do so.

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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

Pupils have an equal opportunity to explore and learn, develop their skills and apply them in their work. Those who are more able generally achieve well but are occasionally held up in group work, through over-long taught sessions, having to help others with part of an activity, or ensuring teams function properly. The school engenders a close community for its pupils, who respond through a warmth of generosity, sharing and getting along together. Pupils are enthusiastic about their school council, making links with local schools and sports organisations. They do not yet have close enough ties with those from further afield or outside this country.

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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

Children enter the Nursery with most struggling to reach expected levels. They make good progress to reach average attainment on entry to Year 1 and this is gradually improving. Most children, including those with special educational needs and/or disabilities, make good progress towards their early learning goals, including developing good personal qualities. Given their starting points, this represents good achievement. Children quickly learn to play and work independently, because the range and variety of activities is well planned and uses a number of stimulating materials, which absorb the children. In Reception, children show good language development and make a useful early start on linking sounds to letters. They also demonstrate a good grasp of number and counting. Each child keeps a 'learning journey' and these books enable staff to keep a close check on children's development. Detailed, regular, individual observations and records help

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Early Years Foundation Stage

check the needs of those who may face difficulties. The analysis of data and planning has helped to establish a coherent curriculum and improved progress, especially in boys'

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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

writing, which was formerly a concern. Well-trained and qualified staff plan and deliver interesting sessions that blend opportunities for teacher-led and child-initiated indoor and outdoor activities. However, some teaching over-dominates the start of activities, when children are ready to move on, and does not take sufficient account of their ideas. The Early Years Foundation Stage is well led and staff share a common sense of purpose. Adults ensure good progress and that the environment is safe and secure. Links with parents and carers are well managed, with regular meetings for them to learn about the curriculum and to see and comment on their children's work.

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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

The high number of responses to questionnaires was overwhelmingly positive. Most parents and carers are happy that their children are making good progress, are safe and enjoy school. A very small minority expressed concern that the school does not take enough account of their views and that their children are not making sufficient progress. The inspection found that there are regular opportunities for parents and carers to become involved with the school through discussion and that pupils' progress is good.

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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 Dunchurch 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 103 completed questionnaires by the end of the on-site inspection. In total, there are 170 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 79 77 22 21 0 0 1 1 The school keeps my child safe 75 73 27 26 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 60 58 41 40 2 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 70 68 29 28 3 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 75 73 25 24 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 64 62 39 38 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 66 64 35 34 2 2 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) 60 58 34 33 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 64 62 36 35 2 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 47 46 48 47 2 2 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 50 49 45 44 3 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 68 66 30 29 2 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 76 74 24 23 2 2 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 in clude 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 Dunchurch Infant School, Rugby, CV22 6PA

Thank you for making us feel so welcome when we recently visited your school. We really enjoyed meeting and talking to you and found that you are clearly enthusiastic about your school. We find that your school provides you with a good education. You behave well, get on with your work in lessons, and help and care for each other. We enjoyed hearing you singing so enthusiastically in assembly as well. There are a few things we have asked the school to do so you can get on even better. Develop your lessons further through:  making sure that all books and pictures used in your lessons appeal equally to both boys and girls  provide more chances for you to use ICT in all your subjects. Improve the way you are assessed by:  making sure teachers give you more chances to assess your own work and to use their assessments to help fully stretch those of you who are more able. You can help by continuing to work hard and always ask for more to do when you have

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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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