Woodgrange Infant School

Woodgrange Infant School Inspection report

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Unique Reference Number 102722 Local Authority Newham Inspection number 355247 Inspection dates 9–10 May 2011 Reporting inspector Barnard Payne

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

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Type of school Infant School category Community Age range of pupils 3–7 Gender of pupils Mixed Number of pupils on the school roll 330 Appropriate authority The governing body Chair Clare Hawkins Headteacher Sarah Soyler Date of previous school inspection 11 June 2008 School address Sebert Road London E7 0NJ Telephone number 020 8534 2120 Fax number 020 8519 1391 Email address info@woodgrange.newham.sch.uk

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Age group 3–7 Inspection dates 9–10 May 2011 Inspection number 355247 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. They observed teaching and learning in 19 lessons taught by 12 teachers. They also attended two assemblies. Inspectors held meetings with a group of pupils, members of the governing body and staff. They observed the school's work, and looked at a sample of pupils' books from across the school and the school's plans and policies, including those for safeguarding. They also analysed questionnaires from 88 parents and carers and 11 staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The extent to which the school has successfully reversed the decline in attainment evident in end-of-key-stage assessments over the past three years.  The extent to which teaching and the revised curriculum are leading to improved outcomes for all groups of pupils.  The effectiveness of the school's strategies to improve attendance.

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Introduction

 The effectiveness of the new leadership team in bringing about improvements and ensuring consistently good progress through the school.

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Information about the school

Most pupils attending this above-average-sized infant school are from a wide range of minority ethnic groups. Seventy-six per cent of pupils speak English as an additional language. The proportion of children joining the school at a very early stage of English language acquisition is increasing. The proportion of pupils with special educational needs and/or disabilities is much lower than average; these pupils mostly have difficulties with speech, language and communication. The proportion known to be eligible for free school meals is in line with the national average. The school's provision for the Early Years Foundation Stage consists of a Nursery and three Reception classes. A private provider manages a breakfast club and after school provision for children aged 5-11, as well as childcare provision for up to 16 children aged 3-5 years, which are subject to a separate inspection. The school has achieved the Activemark and Healthy Schools awards.

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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

Pupils enjoy attending Woodgrange and parents and carers show a very high level of satisfaction with their children's experiences. One parent/carer wrote 'The school has a big part in the local community; it's friendly, caring and welcoming and I'm very happy my child attends this school.' Pupils are well cared for and they feel safe and secure. This is a very harmonious community in which children from widely differing backgrounds work and play together very happily. The school provides a good quality of education that enables pupils of all abilities to make good progress. The school has reversed a decline in attainment and pupils achieve the national average in reading, writing and mathematics at the end of Year 2. This shows good achievement given their starting points. The school provides well-structured activities to enable pupils at an early stage of English acquisition to catch up with other pupils. Teaching is good and teachers plan effectively to provide

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Main findings

pupils with the full range of key skills they will need for the future, including information and communication technology (ICT). There are inconsistencies in how effectively teachers keep pupils informed about their progress and share with them what they are expected to learn in lessons. The school provides a wide range of learning opportunities that significantly broaden pupils' understanding of the world. They show an excellent understanding of how to adopt healthy lifestyles, take part enthusiastically in a variety of physical activities and choose a balanced diet at lunchtime. Pupils contribute well to their school community, learning to take responsibility from an early age. There is an active school council that is involved in decision making. Attendance is in line with the national average, but there has been a decline in recent years. While the school has taken sound measures to reduce the number

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Main findings

of persistent absentees through monitoring and follow-up strategies, a small minority of parents and carers continue to take their children out of school during term time. The new leadership team has been effective in using rigorous self-evaluation, giving it a very accurate view of the school. It has taken decisive action to raise attainment and devise a more creative curriculum that forges links between subjects. Class teachers are now more involved in tracking pupils' progress and are being held more accountable. Since the school was inspected previously, the Early Years Foundation Stage accommodation has been improved significantly and pupils have much better access to computers. The governing body works well with the leadership team and has an informed view of the school's performance. Taking its track record into account, especially in reversing the decline in attainment at the end of Key Stage 1, the school has

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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?

 Reverse the decline in attendance in recent years by working with parents and carers to discourage them from taking their children out of school during term time.  Ensure pupils know consistently how well they are doing and what they need to do to improve by: sharing with pupils what they are expected to achieve providing more opportunities for pupils to talk about how they are doing ensuring consistency in how teachers feed back to pupils in their marking of books ensuring pupils understand and use their individual targets.

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Outcomes for individuals and groups of pupils 2

Pupils are keen to learn, they enjoy the activities and their achievement is good. They are always eager to contribute and levels of independence are increasing; this is particularly noticeable in Year 1, where pupils are playing more of a role in their own learning. For example, in a Year 1 mathematics lesson, groups worked on 'all together' questions and cooperated well, using computers and working together to consolidate their understanding of number bonds. Those pupils at earlier stages of learning English receive focused support that enables them to do the same work as the rest of the class. Children start in the Early Years Foundation Stage with low levels of skills compared to the national expectations, particularly in communication, language and literacy. They make good progress, but are still below the national expectations at the end of the Reception Year. Pupils want to do well and, previously, the school has consistently enabled them to reach

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Outcomes for individuals and groups of pupils 2

at least the national average in reading, writing and mathematics. However, in the three years up to 2010 there was a downward trend from previously above-average attainment, and mathematics fell below average in 2010. The school has reversed this through more rigorous tracking of progress and accurate identification of the key areas for improvement. These are the focus for regular progress reviews, which enable class teachers to use assessment data to set learning targets and agree the next steps pupils should take. Pupils are now making good progress in all aspects. This includes the more-able pupils and those with special educational needs and/or disabilities. The school's achievement of the Healthy Schools and Activemark awards is evident in other outcomes. Pupils have a variety of opportunities for physical activity and, in a dance lesson taken by a visiting specialist teacher, Year 1 pupils followed instructions carefully to

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Outcomes for individuals and groups of pupils 2

develop a sequence of movements. At lunchtimes, pupils are encouraged to have salad as well as other vegetables and they develop a mature approach to choosing healthy food. There is an excellent celebration of different cultures; during the inspection the 'language of the month' was Bengali and teachers encouraged all pupils to learn and use common Bengali words, which they did very positively. Pupils embrace these new experiences, respect one another and mix well; they show interest in and respect for faiths different to their own. This reflects good spiritual, moral, social and cultural development.

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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 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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3

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?

Teachers manage activities well and build positive relationships with pupils. Pupils are motivated and engaged and teachers have a secure knowledge of the subjects they teach. This enables them to focus on the key skills and strategies that pupils need to make good progress. Other adults are clear about their roles and have a positive impact on progress. For example, in a Year 2 English lesson, pupils were working in groups and selecting pairs of words that had a similarity, and the adults' support ensured a lively pace to the activity. Pupils are not all clear about their personal targets and their books show that the quality and range of marking is inconsistent, ranging from very effective to barely sufficient. This is why, although teaching is good overall, the use of assessment to support learning is only satisfactory. There are some good opportunities for pupils to talk about what they have learned, but there are also too many occasions when this aspect is rushed and, as a

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How effective is the provision?

result, teachers do not consistently assess pupils' learning in lessons. Pupils find the curriculum wide ranging and interesting; they enjoy meeting visitors and, during the inspection, were looking forward to owls visiting the school. The school makes effective use of external providers to extend what it is able to provide, for example in sports and dance. The revised curriculum has been in place for nearly a year and is having a particular impact on engaging pupils in Year 1, where they have explored a stimulating range of topics. Staff know pupils well and, quickly, pick up any concerns. Extra support for individual pupils is planned effectively. The care, guidance and support for pupils

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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

whose circumstances may make them vulnerable is excellent and involves close links with parents, carers and outside agencies. There are good transition arrangements in place with the junior school.

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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 deputy headteacher have a clear vision for the school and high expectations of staff and pupils. They have effected positive change in a short time and the school is on an upward trajectory. The leadership team has tackled key areas for improvement and, consequently, attainment has improved and the curriculum is more engaging and coherent. To drive further improvements, senior leaders and other teachers are now making more effective use of assessment data to track pupils' progress term by term and to intervene where necessary to ensure all do well. The governing body provides a good level of challenge to the school, takes a role in development planning, but recognises that it could do more direct monitoring and evaluation within the school. The school is working effectively to increase parents' and carers' understanding of their children's progress and has a newly appointed family worker to reach out to families who

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How effective are leadership and management?

are find it more difficult to communicate with the school. The school also provides training facilities for parents and carers and, during the inspection, a group received training in ICT. Good partnerships with other schools, the wider community and specialist agencies enable the school to extend its provision effectively to meet a range of needs. The school ensures that all groups of pupils make equal rates of progress and is aware of potential gaps in performance with a changing school population; the school tackles these issues well, promotes equality and makes effective use of the diversity of the school community to enhance its curriculum, for example by enabling pupils to learn the community's languages and find out how many people in the world speak them. Safeguarding is given a high priority; all necessary procedures are in place and staff receive regular training in child protection. The school makes a strong contribution

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How effective are leadership and management?

towards community cohesion; it knows its own community well and has created a very cohesive school community in which cultural diversity is shared and celebrated. The school has capitalised on its proximity to the Olympics site; pupils have passed the Olympic torch and feel fully involved as part of the national community as a result. The school develops pupils' understanding of the global community through pupils finding out about one another's backgrounds, heritages and languages. Pupils' achievement is good and all groups do well at the school. Taking this into account the school achieves 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

Children enjoy coming to school and their achievement is good. The provision meets all welfare requirements well. Children learn how to stay healthy, make choices and work cooperatively. They are well prepared for the future, particularly in developing their thinking skills and independence. The Early Years Foundation Stage curriculum is broad and balanced, covering all areas of learning, and staff work creatively to plan activities that engage the children. In an outstanding lesson in the Nursery, children sowed seeds and, because adults questioned them so skilfully about how to care for growing things and how to keep themselves safe, the children were totally absorbed. Children at an early stage of learning English are supported well through the school's investment in a specially designed language scheme; in a Reception lesson, children listened attentively and absorbed new vocabulary as they handled small-world figures, and this tactile element

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Early Years Foundation Stage

helped them retain new words. The Early Years Foundation Stage is led effectively and the provision continues to develop. The school has accurately identified that the next step towards making provision and outcomes outstanding is to raise children's attainment in writing.

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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

The response rate of 27% is below the national average for primary schools. A very small minority of parents and carers feel that their children are not making enough progress at school and a few of these included a written comment to support this view. Inspectors found that, generally, pupils make good progress. A few parents and carers feel that the school does not keep them informed about their children's progress and also included written comments to this effect. Almost all parents and carers say that their children enjoy school, teaching is good, the school is led and managed effectively and that they are, overall, happy with their children's experience. A few written comments support these positive views. Inspectors found that pupils show a good level of enjoyment and that teaching, leadership and management are all 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 Woodgrange 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 88 completed questionnaires by the end of the on-site inspection. In total, there are 330 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 55 63 31 35 1 1 0 0 The school keeps my child safe 54 61 32 36 2 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 32 36 48 55 7 8 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 31 35 48 55 9 10 0 0

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Total % Total % Total % Total %

The teaching is good at this school 33 38 51 58 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 27 31 57 65 3 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 43 49 42 48 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) 31 35 46 52 3 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 27 31 52 59 5 6 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 30 34 46 52 5 6 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 29 33 49 59 5 6 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 37 42 48 55 0 0 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 44 50 42 48 1 1 1 1

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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 Woodgrange Infant School, London E7 0NJ

We enjoyed visiting your school. Thank you for talking to us and sharing your work. You certainly enjoy coming to school and you are eager to learn in lessons. You are well looked after. Woodgrange is a good school and you make good progress in reading, writing and mathematics. We were very impressed with your understanding of how to stay healthy. You get on well together and behave well. The school provides you with lots of different things to do and, while we were there, we saw you enjoying dance, using computers, learning some words in Bengali and planting seeds to make them grow. You learn all the skills you will need in the future. However, you need to attend school in order to learn and, in recent years, more and more children have been absent from school, often on family holidays. Teaching is good, but the marking and comments in your books are not always helpful in showing you what to do next.

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Inspection of Woodgrange Infant School, London E7 0NJ

There are two areas that we have asked the school to improve:  to encourage your parents and carers to make sure you all attend school regularly  to make sure you know how well you are doing in your work and what you need to do to improve it by:  providing more opportunities for you to talk about how you are doing  making sure that marking in your books is clear and helpful in all classes  making sure you understand and use your personal targets. You can help by always attending school regularly and by being clear about what your targets are in your work.

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Inspection of Woodgrange Infant School, London E7 0NJ

Barnard Payne Lead inspector (on behalf of the inspection team)

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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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