Greenvale Primary School

Greenvale Infant School Inspection report

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Unique Reference Number 118317 Local Authority Medway Inspection number 358309 Inspection dates 22–23 June 2011 Reporting inspector Kevin Hodge

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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 263 Appropriate authority The governing body Chair Kevin Geraghty-Shewan Headteacher Elizabeth Caldwell Date of previous school inspection 14 November 2007 School address Symons Avenue Chatham Kent ME4 5UP Telephone number 01634 409521 Fax number 01634 819823 Email address office@greenvale.medway.sch.uk

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Age group 3–7 Inspection dates 22–23 June 2011 Inspection number 358309 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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Introduction

This inspection was carried out by three additional inspectors. They visited 15 lessons taught by nine staff. They observed the school's work, and looked at school documentation and pupils' workbooks. They held discussions with groups of pupils, members of the governing body, including the Chair of Governors, and senior staff. Questionnaires from 63 parents and carers and 20 staff were analysed to help inform the inspection process. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well children in the Early Years Foundation Stage attain in their language and number work.  Whether teaching promotes pupils' basic reading, writing and mathematical skills well in Years 1 and 2.  The extent to which pupils' personal qualities, particularly their healthy lifestyles, are developed to help improve their overall achievement.  The effectiveness of senior leaders in identifying what will help raise pupils' academic

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Information about the school

The school is a similar size to other infant schools.. Since the last inspection, there have been a number of improvements to the school's accommodation and grounds. A Nursery unit was opened in September 2009. The Early Years Foundation Stage children are taught in two Nursery bases and two Reception classes. The proportion of pupils with special educational needs and/or disabilities is above average, as is the proportion of pupils known to be eligible for free school meals. Approximately a third of pupils are from minority ethnic heritages. The school has both national and local authority 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

Greenvale provides its pupils with a good standard of education. It strengths lie in the way in which individuals are nurtured, cared for and developed so they are better able to become confident learners. Pupils' attainment is now rising nearer to the national average. Parents and carers are very supportive of the school. Pupils say they 'love the school' and 'staff help us if we are unhappy'. The vast majority of pupils behave well both within lessons and at playtimes. Pupils' academic achievement has not always kept pace with their levels of well-being and enjoyment. Since the last inspection, results of national tests have been well below average, but in the most recent national testing, these improved significantly. Pupils now reach broadly average levels of attainment in their work. One of the reasons for this is the good start they now have in the Nursery and Reception classes. The Nursery, developed since the last inspection,

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Main findings

provides a more secure foundation for children's learning as they move into Reception and then further through the school. In Years 1 and 2, there are still some weaknesses in aspects of pupils' writing, spoken abilities and number work and not all pupils reach the levels expected. Although children write with increasing confidence, their spelling ability is too variable and their writing is not always presented to best effect. Pupils, while generally confident, do not use a wide vocabulary when answering questions. In number work, pupils are not confident or accurate enough to solve simple number problems mentally. Teaching is generally good, although this varies between classes and subjects so that pupils' progress sometimes slows. Lessons are usually fun and practically based, which helps pupils enjoy them. On some occasions, however, pupils are not given enough opportunities to choose how they might learn. Although teachers give pupils opportunities

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Main findings

to speak to the class or each other, they do not always expect them to expand upon their answers to increase their speaking skills further. Recent changes to the curriculum mean that learning in one subject often complements learning in another. Those pupils with special educational needs and/or disabilities make good progress, along with their peers, as their needs are identified and addressed quickly. Pupils from minority ethnic heritages also keep pace with classmates in their learning as there are a number of specific adults assigned to help them, to interpret instructions, or aid them when completing work. The headteacher, senior staff and the governing body manage the school effectively and to maintain the good outcomes noted at the previous inspection. The school's effective and accurate self-evaluation involves parents, carers, pupils, others beyond the school and the governing body. Priorities help guide efforts to improve pupils' academic outcomes to

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Main findings

complement the school's drive to be an inclusive and caring school. Given that senior leaders have maintained the school's effectiveness since the last inspection and that it has improved in some areas such as pupils' academic outcomes, the provision for Nursery children and school grounds, the school has good capacity to improve further.

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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?

 Improve pupils' attainment in English and mathematics in Years 1 and 2 by: giving pupils more guidance in how to spell words more accurately and in presenting their written work more carefully helping pupils develop a wider spoken vocabulary to enable them to speak confidently and at length helping pupils to be more confident and quicker in their mental number calculation.  Improve further the quality and consistency of teaching through the school by: ensuring the teachers give pupils more time to respond to their questions and encourage them to respond at greater length allowing pupils to choose activities or materials themselves more frequently in Years 1 and 2 providing pupils with more opportunities to use information and communication technology (ICT) in their day-to-day lesson activities ensuring that children's outdoor learning in the Early Years Foundation Stage has a greater degree of focus and adult support so children learn more effectively.

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Outcomes for individuals and groups of pupils 2

Children's personal outcomes are good, particularly those relating to their sense of safety, their development of healthy lifestyles and their behaviour. The school's local and national health awards are well deserved. Pupils' good contribution to the school and wider community is reflected in the way they help each other, raise money for charities, visit local places of interest and are community minded. The school council helps guide and influence school direction. Pupils' good levels of spiritual, moral, social and cultural awareness underpin their willingness to cooperate with each other in this diverse community. Pupils enjoy learning Tai Chi and about Chinese culture from a visiting teacher. In lessons, pupils' improving levels of academic abilities complement these personal qualities so that they achieve well, given their very low starting points on entry. The combining of different subjects is

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Outcomes for individuals and groups of pupils 2

starting to pay dividends in motivating pupils and helping them practise their skills more regularly. For example, work on Kenya in Year 2 skilfully combined writing, artwork and knowledge of the country's features. Pupils' writing skills vary in quality, both in presentation and consistency of spelling. Therefore, while they are keen to put their thoughts on paper, their skills sometimes let them down. Pupils' skills in ICT are broadly at the level expected, but are not used frequently enough in day-to-day lessons. Pupils' knowledge and understanding of simple scientific principles, such as how things grow and develop, were confirmed when some told inspectors about growing vegetables and when others protected a small spider they had discovered in the playground. Those pupils with special educational needs and/or disabilities benefit from good adult support both individually and in small groups, as do those who are at the early stages of

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Outcomes for individuals and groups of pupils 2

learning English. The diverse nature of children in the school presents little problem to

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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

them as their willingness to include others or appreciate their differing beliefs is well developed. While pupils enjoy attending, a small number of parents and carers still find it hard to send their children to school regularly and attendance levels are satisfactory rather than good. Pupils' improving academic levels mean they are satisfactorily prepared for the next stage of their education.

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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?

Recent changes to how the curriculum is taught help teachers to plan lessons which are fun, interesting and increasingly demanding in terms of raising the levels of pupils' basic skills. Teachers develop good relationships with their pupils and usually pitch activities at the right level for all abilities. Good use of group work, often supported by teaching assistants, helps pupils to make generally good progress within lessons. On occasions this progress slows, when pupils are not always stretched in their verbal abilities or in presenting their work carefully. Good, practically based lessons are sometimes let down by not allowing pupils enough choice in the way they tackle problems or use ICT to record work. Teachers give both written and verbal feedback to the pupils well. The use of simple targets to help pupils improve, while generally good, is better in some classes than others. The good curriculum combines different subjects, which is helping to make learning more

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How effective is the provision?

fun and relevant. A wide range of well-attended extracurricular clubs broadens pupils' horizons and some clubs provide extra opportunities to develop their physical abilities. A

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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

number of visits, visitors to the school and trips to local places of interest help broaden the curriculum further. The Chinese and ICT clubs are particularly popular, according to the pupils. The determination of all staff to provide extended care for pupils shows itself in various ways. For example, links with parents and carers and direct support help those pupils whose circumstances make them vulnerable or those starting school with limited English speaking skills. The informal small group called 'sparklers', designed for those children who need extra emotional support, succeeds in helping them become more ready to learn. However, there is an opportunity to plan activities to foster their academic learning more. The links developed with other schools and professionals contribute well to pupils' well- being, resulting in them feeling safe, valued and emotionally supported.

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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?

Senior leaders, supported by staff and the governing body, have driven improvement in the school's learning environment and outside facilities, as well as providing new Nursery provision. As a result, pupils learn better and the school's academic results this year are the best for some time. Careful monitoring of pupils' progress indicates that this trend is forecast to continue next year. Teaching is monitored regularly, with diagnostic feedback given to the staff to help improve it further. Middle leaders are comparatively new in their role, but have identified weaker areas to tackle and are ambitious to improve further. However, they are not yet fully involved in observing the work of others to gauge progress in subjects. The governing body gives the school good support, despite a small number of governors being relatively new in their role. They visit regularly, are keen to help the school improve and maintain the good links that exist with parents, carers and other

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How effective are leadership and management?

professionals. Safeguarding routines are of good quality, as are checks on site security. Governors vet staff appointments carefully and thoroughly. They ensure policies are robust and updated regularly. Senior leaders identify the various groups in the school closely and identify any differences in progress. These are reducing quickly, as the groups' specific needs are identified clearly. Discrimination of any kind is not tolerated and efforts to ensure that all pupils benefit from activities or attendance at clubs are effective. The school promotes community cohesion well and there are harmonious relationships between pupils, parents, carers and the local community. The new family room is used to good effect to enhance links and as a community venue. Working arrangements with other local schools are well established to help with staff training, for example. Pupils have a good awareness of their local area, and their global perspective is developed through

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How effective are leadership and management?

topics and specific links with a Chinese school and other schools. Their knowledge of

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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

places within the United Kingdom is less well developed, but they appreciate that other areas may be different from their own.

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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 have a good start in the Nursery. Their welfare needs are catered for very well and those children who join other than at the normal times of year integrate well due to the carefully considered routines. Nursery children happily work and play together with children in the Reception classes. This helps them to socialise with older children and develop their confidence. Children in the Reception classes are catered for well in their basic skills such as learning letter sounds and basic counting. Children enjoyed, for example, writing simple sentences on an electronic postcard where they could hear the sounds of letter combinations. Other children developed their role-playing abilities in the kitchen by preparing an imaginary breakfast which one child said was 'yummy'. Other children enjoyed developing their painting skills linked to their project about animals, while others showed inspectors how their toy tractor was cutting the crops on their farm. When

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Early Years Foundation Stage

they enter Year 1, children have made up ground in their learning from their well below average starting points, although aspects of their learning, such as their language skills and knowledge and understanding are below the levels expected. Children have access to a large outside area with many activities, although the wide diversity of activities means that sometimes children lack focus in developing their learning. While adults are conscientious in supervising children, they are not always as skilful or prompt in guiding children's learning in order that they gain the full benefit from the activities they are choosing. There are good arrangements to link with parents and carers before children start, as this aspect of the school is managed well. Assessments on children are carried out regularly, which helps staff to modify activities and to develop written 'learning stories' for each child's work and progress which can be shared with parents and carers.

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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 number of questionnaires returned by parents and carers was below average, compared to other schools. However, there was an overwhelmingly positive response. Although few chose to comment, those who did spoke highly of the school, of the way it treats their children and of the wide variety of activities on offer. There are no comments which indicate that parents or carers want improvement. The inspection findings endorse the positive responses made by parents and carers relating to the way in which pupils' well-being is developed and promoted.

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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 Greenvale 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 63 completed questionnaires by the end of the on-site inspection. In total, there are 263 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 43 68 20 32 0 0 0 0 The school keeps my child safe 44 70 19 30 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 38 60 25 40 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 40 63 22 35 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 40 63 23 37 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 37 59 26 41 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 39 62 23 37 1 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) 32 51 27 43 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 36 57 25 40 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 36 57 25 40 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 35 56 28 44 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 42 67 21 33 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 47 75 16 25 0 0 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 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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carers to share with their children. It describes Ofsted's

This letter is provided for the school, parents and carers to share with their children. It describes Ofsted's main findings from the inspection of their school. 25 June 2011

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Inspection of Greenvale Infant School, Chatham ME4 5UP

I enjoyed meeting with you, looking around your school and seeing all of the things you do. We think that you go to a good school that really looks after you, and makes you feel safe. We particularly enjoyed looking at the new storytelling area, the new amphitheatre and your new vegetable plots. I hope you manage to grow your vegetables. We think the school is helping you to learn well, although some of you need some extra help in your writing and number work. We know that some of you like talking, but we think you can make some of your answers a little bit longer sometimes or use more words when you answer any of the teachers' questions. We liked looking at your work about Kenya and thought it was good that you knew so much! I enjoyed looking at some of the work you did in the computer suite, but I have asked the teachers to help you use computers a little bit more in your classrooms if possible. In some lessons, you need to have more choice in the things that you want to do

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Inspection of Greenvale Infant School, Chatham ME4 5UP

or the materials that you choose to complete your work. The headteacher, staff and governors want to make the school even better and we think they have done a good job in helping you to get better at your reading, writing and number work, particularly those of you in Year 2. We thought you did a lot of running around at playtimes to keep fit and you told us that you try to eat healthily ? so keep trying to eat the right things. We know that you have found out a lot about China recently and those of you that were learning Tai Chi moved calmly and carefully. All of you can help too by working hard at your writing and number work as well as keeping up your good behaviour. It is nice that you all get on so well with each other, even though you have different ideas, backgrounds or beliefs.

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Inspection of Greenvale Infant School, Chatham ME4 5UP

Kevin Hodge (on behalf of the inspection team) Lead inspector

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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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