Redwell Primary School

Age group 4–7 Inspection date(s) 24–25 May 2011 Inspection number 363950 Redwell Infant School Inspection report

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Unique Reference Number 121949 Local Authority Northamptonshire Inspection number 363950 Inspection dates 24–25 May 2011 Reporting inspector Mary Hinds

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This inspection was carried out under section 8 of the Education Act 2005 under pilot arrangements; it was also deemed a section 5 inspection under the same Act .

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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 180 Appropriate authority The governing body Chair Trevor Hill Headteacher Anne-Marie Jackson Date of previous school inspection 31 October 2007 School address Barnwell Road Wellingborough NN8 5LQ Telephone number 01933 673520 Fax number 01933 673520 Email address head@redwell-inf.northants-ecl.gov.uk 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

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after children, safeguarding and child protection. 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 . 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 information 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

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This pilot inspection was carried out by three additional inspectors. Inspectors examined different aspects of the school’s work including observing approximately eight hours of teaching, with all teachers being observed at least twice. In addition they held discussions with governors, groups of pupils and staff. They looked at the school’s work, and evaluated a range of documentation including those relating to safeguarding practices, the school’s self evaluation and development planning. They also analysed 84 parent questionnaires, 134 pupil questionnaires and 13 staff questionnaires.

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Information about the school

Redwell Infant school is smaller than other primary schools. Most pupils are of White British heritage, with a small minority of pupils from other ethnic backgrounds. The proportion of pupils who speak English as an additional language is below average. The percentage of pupils known to be eligible for free school meals is low, as is the proportion with special educational needs and/or disabilities. The school has gained Healthy Schools status and Activemark. 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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Behaviour and safety 1

Does the school adequately promote the pupils’ well-being? Yes Does the school adequately promote community cohesion? Yes Does the school provide value for money? Yes

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Key findings

 Redwell is an outstanding school, providing an excellent quality of education and care for its pupils. Staff are adept at nurturing pupils’ talents because they have an excellent understanding of individual interests and abilities which are met through a relevant and stimulating curriculum. This is highly personalised because pupils have a significant input to their learning.

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Key findings

 All groups achieve exceptionally well in all subjects, including children in the Early Years Foundation Stage and pupils with special educational needs and/or disabilities. Pupils’ attainment by the end of Year 2 is significantly above average. Pupils are independent, inquisitive and determined learners. Their attitudes to learning are exceptionally positive, and they work with great concentration and obvious enjoyment.

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Key findings

 Teaching is at least good with a significant proportion being outstanding. Teachers are passionate about continually improving their performance. They have welcomed all improvement strategies to secure rapid pupil progress through excellent matching of activities to meet and challenge pupils’ abilities. This is because pupils are grouped by ability and their progress is regularly checked. However there are some inconsistencies in the way that teachers involve pupils in assessing their success in lessons.

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Key findings

 Pupils love coming to school, as reflected in their excellent levels of attendance. They feel exceptionally safe because the school provides with them with outstanding levels of care, guidance and support. Their behaviour is exemplary. Relationships are exceptionally strong, and as a consequence the school is a harmonious and cohesive community.

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Key findings

 The school’s success is a result of the headteacher’s pursuit of excellence 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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Key findings

which is shared by leaders, staff and governors. Leadership at all levels is highly effective, and all staff are dedicated to ensuring that pupils achieve what they are capable of. The school continually appraises its work and has a precise understanding of strengths and areas for development.

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What does the school need to do to improve further?

 Ensure that pupils always know what they are learning by: - writing learning intentions in language that is easily understood by pupils - showing clear steps to success, so that both teachers and pupils can assess what pupils have achieved and what they need to do further - indicating through marking whether pupils have achieved the learning intentions and if not, what they need to do to succeed.

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Main report

Pupils achieve standards that are well above average, in reading, writing and mathematics, in all year groups, including reading skills at the age of six. From their various starting points, which are broadly average when they join the school in the Early Years Foundation Stage, all children progress at rapid rates, which continues throughout Key Stage 1. This is because leaders meticulously track pupils’ progress through regular assessments and progress meetings. In this way teachers identify any pupils who are at risk of falling behind and/or pupils who are not making accelerated progress. Both support and challenge are provided through a wide variety of strategies, the most significant contributing factor being the outstanding and focused teaching where pupils are taught in ability groups, enabling teachers to more easily match tasks to pupils’ capabilities. As a consequence, any gaps between groups of learners and different subjects have

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Main report

been eliminated. Pupils with special educational needs and/or disabilities achieve exceptionally well. They now make outstanding progress in all subjects, because support from staff and external expertise is swift and well focused, enabling the school to be highly responsive to individual needs. One parent expressed delight at ‘the teachers’ response to our concerns, as they simply gave our child other activities that he is able to do and he can choose friends to join him.’ Pupils are highly motivated and collaborative learners because teachers ensure that learning is active and they meticulous plan to ensure there is continuous development of skills, allowing pupils to see important connections in their learning. Both teachers and support staff have high expectations, and use a variety of strategies to meet pupils’ learning styles and needs. These include individual, paired and group work; asking key questions to assess pupils’ understanding;

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Main report

providing pupils with quality ‘think time’ followed with probing questions to deepen pupils’ understanding. There are also on-going assessments, for example traffic- light coloured cups, which are used by pupils to show how well they think they are doing; this is then followed up by instant feedback from the teachers, which informs future planning. In a mathematics lesson, pupils were challenged to solve problems relating to 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 report

halving. They were encouraged to think about the problem, discuss it with a partner and then support one another through ‘phone a friend’. The teacher skilfully posed questions to challenge all abilities in order to exemplify key concepts, and to provide pupils with pointers on how they were doing. This quality feedback both verbally in lessons and recorded in the pupils’ work books is not consistent in all classes. Marking is frequent and supportive, but it does not always provide precise information for pupils to appreciate the progress they have made in their learning. This is sometimes compounded by learning outcomes that are written in work books in language that pupils find hard to read and understand. Children in the Early Years Foundation Stage are also confident and independent learners, because both the indoor and outdoor environments are well resourced, with clear zones for all six areas of learning. This encourages the children to

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Main report

choose their own activities. There are rigorous systems of assessment, enabling teachers to have precise knowledge of how well pupils are progressing. As a result, teachers are able to plan activities that are closely matched to children's needs and abilities. Early reading, writing and mathematical skills are taught well, and phonics is taught systematically throughout the school. The positive partnership with parents makes a significant contribution to pupils’ achievement, particularly through regular homework and the early morning one-to-one reading sessions, where both parents and teachers listen to readers several mornings a week. Almost all parents hold the school in high regard, as one parent says ‘My child loves going to school and is very happy at Redwell. He enjoys reading especially’. The school provides an inclusive and calm environment, where pupils clearly enjoy themselves. The curriculum has recently been reviewed and provides a wide range

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Main report

of exciting activities both in lessons and through enrichment activities. This creative curriculum, strong relationships, and the school’s moral code enable pupils to explore, appreciate and respect others, leading to outstanding behaviour. Discussions with staff and governors show that behaviour over time has improved particularly in terms of pupil independence and behaviour at lunchtime. Pupils take great delight in working and helping one another, and they make an excellent contribution to the school through the school council. They respond well to being rewarded for displaying key values. As a consequence, pupils’ spiritual, moral, social and cultural development is promoted exceptionally well, although cultural development is not as strong as other aspects. Pupils say they feel exceptionally safe and they know what they should do if they have any concerns. They have a good understanding of what bullying means, and

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Main report

most feel that there is very little or no bullying in school. The school has zero tolerance to bullying and if this occurs it is dealt with immediately, as one parent explained, ‘My child had a recent issue with bullying from a child in a different school. The problem was dealt with promptly with a positive outcome for all. I commend the way the situation was dealt with’. This positive endorsement is reflected in the parents’ response in all areas of the survey, and almost all parents judge behaviour to be good. Leadership and management are outstanding. The headteacher has secured the support from all leaders at all levels. The governing body provide a well balanced 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 report

approach of both support and challenge as they are fully informed and involved in all aspects of school life. They ensure that all statutory requirements are met, including arrangements for safeguarding. The headteacher’s uncompromising approach to ensuring that all pupils achieve their full potential is reflected in the setting of extremely ambitious targets for improvement. This has maintained some outstanding outcomes and improved those which have not always been consistently good or better over the last few years. For example, the achievement of pupils with special educational needs and/or disabilities, and girls’ achievement in mathematics have both improved. This represents exceptional capacity to continually improve. The headteacher ensures that all staff receive well targeted and relevant professional development which has strengthened the leadership team. Leading by example and investing her expertise by coaching other senior leaders and subject

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Main report

leaders to rigorously monitor and evaluate their areas of responsibility through enquiry days, have sharpened self evaluation. Through a variety of focused activities, from lesson observations, pupil discussions, scrutiny of pupils’ work books, teachers’ planning and data analysis, leaders have an accurate picture of strengths and areas for development. The latter inform well subsequent improvement planning. Leaders also mentor and coach their colleague’s performance, and this professional development has secured consistently high quality teaching, outstanding pupil outcomes, including pupils’ personal development and well-being. The promotion of equality is central to the school’s work and recent work to eliminate any gaps between groups has been highly successful because of the rigour of tracking pupil progress, and the exemplary partnerships with specialist expertise and transition arrangements with feeder schools. The school has been

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Main report

exceptionally successful in enabling all pupils to access the best possible opportunities in all aspects of school life. As a result, they are very well prepared to continue their primary education.

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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 Redwell 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 12 statements about the school. The inspection team received 84 completed questionnaires by the end of the on-site inspection. In total, there are 180 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % Q1 My child is happy at school 56 67 26 31 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Q2 My child feels safe at school 63 75 21 25 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Q3 The school helps my child to achieve as well as they can 49 58 32 38 2 2 1 1

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Responses from parents and carers to Ofsted’s questionnaire

Q4 The school meets my child’s particular needs 46 55 34 40 3 4 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Q5 The school ensures my child is well looked after 61 73 21 25 1 1 1 1

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Responses from parents and carers to Ofsted’s questionnaire

Q6 Teaching at this school is good 53 63 27 32 2 2 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Q7 There is a good standard of behaviour at this school 35 42 46 55 1 1 1 1

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Responses from parents and carers to Ofsted’s questionnaire

Q8 Lessons are not disrupted by bad behaviour 24 29 49 58 3 4 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Q9 The school deals with any cases of bullying well 33 39 33 39 1 1 1 1

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Responses from parents and carers to Ofsted’s questionnaire

Q10 The school helps me to support my child’s learning 45 54 34 40 5 6 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Q11 The school responds to my concerns and keeps me well informed 44 52 31 37 6 7 2 2

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Responses from parents and carers to Ofsted’s questionnaire

Q12 The school is well led and managed 53 63 27 32 0 0 2 2

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Responses from parents and carers to Ofsted’s questionnaire

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

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 46 48 6 0 Primary schools 6 47 40 7 Secondary schools 12 39 38 11

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 13 42 41 3 Special schools 28 49 19 4 Pupil referral units 14 45 31 10

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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:  The achievement of all pupils.  Behaviour and safety.  The quality of teaching.  The effectiveness of leadership and management. and taking into consideration  how well the school promotes pupils’ spiritual, moral, social and cultural development.

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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 Redwell Infant School, Wellingborough, NN8 5LQ

Thank you for making us so welcome when we visited your school. We really enjoyed talking to you and what you told us has been a very important aspect of this inspection to find out how good your school is. You told us that you really like the ‘pebble’ reward system, and you enjoy sitting at the ‘top table’ for lunch. Almost all of your parents think that your school is excellent and we agree. We thoroughly enjoyed seeing you working together, how hard you try and how well you succeed. The reasons for your school being judged as outstanding are:

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Inspection of Redwell Infant School, Wellingborough, NN8 5LQ

 You thoroughly enjoy all the activities and you concentrate very well.  Adults look after you exceptionally well and keep you safe.  Your headteacher makes sure that learning is fun and that you have the best teaching and help from all adults, who know how to help you to learn.  Your parents work well with your teachers and help you to learn even more.  You behave exceptionally well and you have an excellent understanding of very important values. When we visited you were learning all about self-belief. It was so impressive to see how confident you are.  This means that you all make outstanding progress in your learning.

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Inspection of Redwell Infant School, Wellingborough, NN8 5LQ

Your headteacher and the other adults want your school to be even better. I have asked them to make sure that all of you know exactly what you are learning and how well you have done, by telling you what steps you have made in your learning and by marking your work so that it is clear how successful you have been. You can help by continuing to behave well, keep coming to school every day and trying your best at everything you do. Good luck for the future.

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Inspection of Redwell Infant School, Wellingborough, NN8 5LQ

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

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