Whitestone Infant School

Whitestone Infant School Inspection report

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Unique Reference Number 125545 Local Authority Warwickshire Inspection number 363992 Inspection dates 9–10 May 2011 Reporting inspector Mike Thompson

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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 4–7 Gender of pupils Mixed Number of pupils on the school roll 268 Appropriate authority The governing body Chair Philip Johnson Headteacher Nicola Green Date of previous school inspection 11 June 2008 School address Whitestone Infant School Nuneaton CV11 4SQ Telephone number 024 7634 7813 Fax number 024 7638 8660 Email address admin2123@we-learn.com

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Age group 4–7 Inspection dates 9–10 May 2011 Inspection number 363992 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 three additional inspectors. The inspectors observed 11 teachers as they visited 21 lessons. The inspectors held meetings with the headteacher and members of staff, the Chair of the Governing Body and pupils. They looked at a range of information, including data showing the progress made by pupils and samples of pupils' work. The inspectors analysed questionnaires returned by 93 parents and carers, and 23 members of staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  To what extent is the school able to demonstrate that all groups of pupils make at least good progress, particularly the vulnerable and less advantaged?  How effective has the school been in improving the quality of teaching and learning since its last inspection, and particularly in ensuring that learning objectives are very clear and that pupils know exactly what they need to do to be successful in lessons?

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Introduction

 How rigorous are managers at all levels in their monitoring and evaluation of their areas of responsibility? What is the impact of middle managers on pupils' progress?

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Information about the school

This is a large, three-form entry infant school. It is located on the southern outskirts of Nuneaton and shares a site with the Stepping Stones Pre-School and Kids Club and a community centre. Almost all pupils are White British. The proportion of pupils with special educational needs and/or disabilities is in line with the national average. Most of these pupils have general learning difficulties. There is a small but increasing number of pupils with emotional and social difficulties. In response, the school has very recently established a nurture group to help meet the needs of these pupils. The proportion of pupils eligible for free school meals is below the national average but has more than doubled over the past three years because of changes within the school's catchment area. The school has a number of accreditations and awards including Healthy School status, an Activemark accreditation for its promotion of physical education and sport, and the ICT

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Information about the school

mark for its use of technology. The Stepping Stones Pre-School and Kids Club was inspected separately.

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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

Whitestone Infant School is outstanding. It provides its pupils with high quality care, guidance and support and a curriculum that meets their needs and interests exceptionally well. Teaching is securely good. An important factor in the school's success is the outstanding partnership with parents and carers. Almost all of those who returned the inspection questionnaire had positive views about all aspects of the school's performance. Typical of the many positive comments appended is: 'I am particularly impressed with the opportunities to engage with parents and get us involved within the school community. This is an outstanding school.' One of the school's many strengths is the outstanding progress made by pupils in many aspects of their personal and social development. Pupils have an excellent appreciation of how to keep safe and live healthily. Their behaviour is generally good and in closely supervised situations, such as when moving into or out of assembly, it is impeccable.

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Main findings

Pupils' high-quality social skills contribute strongly to the consistently good, and sometimes excellent, learning evident in all classes. Learning is not outstanding because pupils have yet to develop resilience in tackling challenging work and sometimes rely too heavily on teachers for help. This is because teachers do not always provide or make full use of opportunities to develop pupils' skills as creative and independent learners through investigation and problem-solving. When children join the Reception classes they have skills that are similar to those expected for their age. They make good progress in their Reception year because they have ready access to a wide range of interesting activities and are taught well. Over the past two years, standards in reading, writing and mathematics at the end of Key Stage 1 have been consistently high and pupils' current work shows that this trend is set to continue. One of the key contributory factors to this high level of performance has been

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Main findings

the very strong focus placed on developing pupils' skills as readers. Consequently, by the time they reach Year 2 pupils are articulate and have excellent vocabulary and comprehension. These skills contribute strongly to their learning in all subjects. The headteacher, the governing body and the whole staff share an ambitious vision for the school, and are partners in a clear plan of action to further strengthen the school's performance. Accurate assessments of the quality of teaching, combined with very thorough tracking of pupils' progress and analysis of data, has enabled the school to identify precisely where it needs to improve, and detailed planning underpins developments. The improvements made since the last inspection in pupils' attainment, the quality of care, guidance and support for pupils and the partnerships that help promote learning and well-being, demonstrate a 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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What does the school need to do to improve further?

 Provide consistently challenging opportunities for pupils to develop their creativity and to practise and improve their skills through investigation and problem-solving.

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Outcomes for individuals and groups of pupils 1

Throughout the school, pupils work hard in lessons and are keen to learn because they find their work interesting and enjoyable. A focus on Australia in the Year 1 classes, for example, provided many opportunities for teachers to link work in a number of subjects. In mathematics lessons, teachers made good use of pupils' previous learning in geography by using illustrations of Australian animals placed within a grid as a tool for teaching coordinates. In these lessons, teachers' effective use of the information and communication technology (ICT) provided in all classrooms illustrated their explanations. This new learning was secured through teachers' use of phrases such as 'along the hall' and 'up the stairs' to help pupils locate pictures of animals by using the horizontal and vertical axes of the grid. By Year 2, pupils' excellent knowledge of letter sounds and blends enables them to read challenging pieces of text with reasonable fluency. The ongoing, strong emphasis placed

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Outcomes for individuals and groups of pupils 1

on developing pupils' skills as writers has resulted in an improvement from above average to high attainment since the last inspection. Pupils with special educational needs and/or disabilities, and those circumstances make them potentially vulnerable, make similarly good progress. This is because their learning needs are quickly identified, and they are offered carefully tailored support which is monitored closely and reviewed regularly. In some instances, the focus for the school has identified that the support needs to be on improving social skills, including the ability to cope with any upsets, since these have an adverse impact on learning in lessons. One of the sessions observed was in the newly-established 'Owl's Nest' nurture group, which comprises pupils who have emotional or behavioural difficulties. Here, the two teaching assistants, in common with all their colleagues, showed great patience and skill in getting

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Outcomes for individuals and groups of pupils 1

pupils to learn to listen, obey rules, take turns, work with others and show appreciation of others' achievements. Pupils contribute to school life with enthusiasm. They willingly take responsible roles such as play leaders, monitors for saving energy and water, or as members of the school council. Their strong contributions to the local and wider community are illustrated through involvement in ongoing initiatives to resolve parking problems outside the school gates, participation in local events such as an arts festival and regular support for local and national charities. Pupils' commitment to living healthily is recognised through the Healthy School status and Activemark accreditation, and is evident in the high levels of participation in the wide range of extra-curricular activities provided, such as clubs for football, gymnastics, and multisports. Pupils are well prepared for the next phase of their

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Outcomes for individuals and groups of pupils 1

education. Their skills in oracy, literacy and numeracy are outstanding, and their competence in using technology is recognised through the ICT mark. However, these qualities are partially offset by pupils' lack of skills as independent learners. Pupils' outstanding spiritual and cultural development was evident in an assembly, attended by parents and carers, in which a group of pupils in Year 2 demonstrated their expertise in playing the violin. The audience, comprising pupils in Years 1 and 2, showed great

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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

appreciation of their achievements. Pupils' moral and social development is also of a high order. They work and play together amicably, respect others' feelings and ideas, and have a well-developed sense of fair play.

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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 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 1

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 1

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?

Lessons are well organised and carefully structured, and resources are used well to support learning. Teachers have good questioning skills which they use effectively to extend pupils' thinking. In all lessons, teachers ensure that pupils know precisely what they are to learn and set out clearly the 'steps to success' that the pupils need  to follow in order to achieve their learning goals. However, this approach can also lead to directive teaching that limits pupils' ability to use their own initiative. In outstanding lessons, this is not the case. For example, in a Year 2 science lesson the teacher deliberately gave the pupils little guidance in their initial task of classifying different types of food. This activity produced much animated discussion and resulted in many different responses including categories based on appearance, such as 'runny food' and wiggly food', to those based on healthy eating criteria. Following

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How effective is the provision?

this introduction, the teacher then introduced and explained challenging, subject- specific vocabulary such as 'carbohydrate' and 'protein' before requiring the pupils to re-classify their materials and to record the results of their debate by using digital

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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

cameras. In a few instances, teaching does not fully stretch the most-able pupils when they do not have separate 'steps to success'. The curriculum provides many opportunities for exciting learning, and pupils benefit from specialist teaching of French and sports. There is a very strong emphasis on high-quality personal, social and health education. A key factor in the excellent impact of the curriculum is the regular review of planning by the year group teams. This enables activities to be adjusted according to changing needs. Planning is truly collaborative, with all teachers in a year group team contributing ideas for each of the subjects within a topic. Teachers follow the plans closely, ensuring equality of provision for all pupils. Current initiatives in place to improve the curriculum further include the use of first-hand experiences to stimulate pupils' imaginations and provide exciting opportunities to develop

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

writing skills. The school is an extremely caring community in which pupils' welfare is given a high priority. The individual needs of every pupil are very well understood, and excellent support is given to the potentially vulnerable. Procedures for the very smooth induction of pupils into the Reception classes include very close liaison with the pre-school provision on site and visits by the Early Years Foundation Stage leader to other pre-school settings. Similarly effective arrangements enable pupils to transfer confidently to a local junior school at the end of Year 2.

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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 clear direction provided for the school is driven strongly by the headteacher's ambitious vision for the future, which is shared by staff and governors. There is a clear plan for school development, but the lack of specific and measurable targets for improving literacy and numeracy mean that progress in achieving targets cannot be measured objectively. The capable team of leaders at all levels provides effective support by helping to ensure that the work of the school is closely monitored. Staff are fully supported in developing their professional practice and morale is high. The governing body is well led, provides effective challenge and plays an important role in moving the school forward. Although a number of governors are relatively new, there is also a core of experienced, long-serving governors who provide good continuity. The governing body ensures that safeguarding procedures have a high profile and are

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How effective are leadership and management?

rigorously applied as a result of well-developed systems for quality assurance and risk assessment. However, there are no governors trained in safe recruitment procedures. The school's clear commitment to promote equality of opportunity and tackle discrimination is

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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

implicit in all its actions. It carefully monitors and evaluates the performance of all groups of pupils, and ensures that unevenness in their rates of progress is minimal. The school's promotion of community cohesion is good. The school knows its own community well and is effective in broadening pupils' horizons both nationally and globally through, for example, close links with the local authority inter-cultural support service. The newly- appointed parent support adviser is helping develop effective links with the increasing number of hard-to-reach families.

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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

The children have good access to an excellent range of interesting and enjoyable activities, both indoors and out. Careful planning, which ensures good coverage of the Early Years Foundation Stage curriculum, together with good teaching result in good progress. By the time children transfer to Year 1, most children have securely attained the goals expected at this age. Children make particularly good progress in all aspects of their social and emotional development, and these skills provide a secure platform for continued good progress in Key Stage 1. The assessments of children's learning and progress are not always sharp enough. This is particularly the case in respect of 'captured moments' as children work independently. In these cases, the records of children's achievements are sometimes too descriptive and lack clear evaluation of precisely how well they tackle their tasks. This means that the next

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Early Years Foundation Stage

steps in learning are not sharply defined for each individual. Assessments conducted during activities closely directed by adults are generally better. Good leadership and management ensure that children are able to learn safely through purposeful play. Adults interact well with children and are good at using questions to help develop learning. They involve children well in making decisions, give clear explanations,

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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

have high expectations of what children should achieve, and ensure that they feel safe and secure. All children are valued and treated as individuals as in a family, with clear boundaries, underpinned by sound policies.

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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

Parents and carers are overwhelmingly appreciative of the school. About one third of the questionnaires returned by parents and carers had comments appended, and the vast majority of these were entirely positive. A common theme among the positive comments is appreciation of the success of the school in promoting children's personal development, a view endorsed by the inspection findings. There is no common theme within the few negative comments.

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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 Whitestone 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 93 completed questionnaires by the end of the on-site inspection. In total, there are 268 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 67 72 23 25 2 2 0 0 The school keeps my child safe 70 75 20 22 3 3 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 49 53 41 44 3 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 60 65 28 30 4 4 0 0

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Total % Total % Total % Total %

The teaching is good at this school 60 65 30 32 2 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 58 62 30 32 5 5 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 52 56 39 42 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) 42 45 38 41 2 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 54 58 34 37 3 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 45 48 38 41 6 6 2 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 40 47 51 4 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 55 59 36 39 2 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 65 70 24 26 4 4 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 2010 to 31 December 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 2010/11 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 Whitestone Infant School, Nuneaton, CV11 4SQ

I am writing to you to tell you that your inspectors really enjoyed being at your school. We enjoyed talking to you and listened very carefully to what you had to say. You told us that you think that your school is excellent, and we agree. Here are some of the many good things about your school. You learn well in lessons and make good progress because you are taught well and you are really interested in the exciting things teachers plan for you. By the time you move to the junior school at the end of Year 2, you are much better at reading, writing and mathematics than children of your age in most other schools. Well done! We were impressed by your good manners and behaviour. You feel safe because all of the adults in your school make sure that you are very well looked after. You know a lot about how to keep healthy. The people who run your school are doing a really good job. I particularly enjoyed listening to your violin playing in assembly and to the lovely singing

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Inspection of Whitestone Infant School, Nuneaton, CV11 4SQ

by Year 2. Well done! To help you to make even better progress, I have asked your teachers to make sure that you have to think a lot more for yourselves and plan what you need to do to investigate and solve the problems they give you. I think that this will make your lessons even more exciting. I am sure that you are ready for this challenge. You can also help by listening very carefully to what your teachers ask you to do and by not giving up when the challenges you are given seem to be quite difficult. I hope that you enjoy lots of success in 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 123 4234, or email enquiries@ofsted.gov.uk .

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