Towers Infant School

Unique Reference Number 102309 Local Authority Havering Inspection number 355171 Inspection dates 4–5 July 2011 Reporting inspector Brian Netto

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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 179 Appropriate authority The governing body Chair Julie Gentili Headteacher Janet Lobley Date of previous school inspection 27 September 2007 School address Osborne Road Hornchurch RM11 1HP Telephone number 01708 447407 Fax number 01708 443533 Email address jlobley@towersinfant.co.uk

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Age group 4–7 Inspection dates 4–5 July 2011 Inspection number 355171 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 visited 17 lessons or part lessons, and observed seven teachers. They met with staff, members of the governing body and pupils. They observed the school's work and looked at school plans, records of pupils' progress, policies, minutes and self-evaluation documents. They received and analysed 38 questionnaires from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The attainment of current pupils, including the more able and pupils who speak English as an additional language.  The effectiveness of middle and senior leaders in ensuring good progress for all pupils.  The strategies used by the school to improve attendance.

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Information about the school

Towers Infants is a smaller-than-average two-form entry school. Most pupils are from White British heritages, but a small and increasing number come from minority ethnic heritages. The number of pupils known to be eligible for free school meals is well-below the national average. The proportion of pupils with special educational needs and/or disabilities is similar to most schools. The school has received a number of awards, including national Healthy Schools status. It runs a breakfast club.

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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

Towers Infants is a good school. It has outstanding features. Attainment is high, and represents good progress. Pupils feel extremely safe, have an excellent understanding of the importance of healthy living, and their behaviour is exemplary. Parents and carers are happy with the care and education provided; as one parent said, 'The children are happy and this reflects in their work.' Children in the Early Years Foundation Stage get off to a good start, and some make exceptional progress to attain standards well beyond national expectations. Pupils continue to make good progress in Key Stage 1, and by the end of Year 2, attainment in reading, writing and mathematics is high. Attainment has remained high at the end of Year 2 for several years. Steps taken since the last inspection have raised the achievement of more-able pupils, who are now much more consistently attaining the higher Level 3, including boys.

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Main findings

Teaching is good overall and, at times, outstanding. In a small minority of satisfactory lessons, some pupils make slower progress. This is usually because pace is slower and challenge not so finely tuned to pupils' abilities. Pupils work hard and are keen to contribute in lessons. This ensures that they are fully engaged and enjoy their learning. They show consideration for each other, and work well in pairs and small groups. Effective leadership and management by the headteacher and her team have ensured that the school has built on its strengths, and that key areas of weakness are being tackled. Attendance is average. Steps have been taken to work with parents and carers to improve this and they have resulted in a reduction in the numbers of pupils whose attendance is a particular cause for concern. The school acknowledges that the next step is to work with parents and carers of all pupils to raise awareness of the impact of periods of absence.

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Main findings

Self-evaluation is rigorous and accurate, and leads to effective action to bring about improvements. The governing body fulfils its statutory duties and contributes to the strategic direction of the school. This ensures that the school has a good capacity for improvement.

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What does the school need to do to improve further?

 Increase the proportion of good or better lessons by: ensuring pace remains high throughout lessons ensuring pupils of all abilities are fully challenged.  Further improve attendance by working collaboratively with parents and carers, so that whole-school attendance reaches the target of 95 % by July 2012.

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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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Outcomes for individuals and groups of pupils 1

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 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Most teaching is at a good pace and offers good challenge, and a stimulating and well- resourced learning environment helps to inspire and motivate the pupils. In a small number of lessons observed, too much time was spent on the carpet with the teacher talking, so pupils spent less time learning actively. On some occasions, the planned activities did not fully challenge different abilities. In these lessons, progress slowed. However, the majority of lessons were characterised by skilful teacher questioning based on carefully planned, interesting topics and contexts. Regular feedback and opportunities for pupils to review their own learning ensured that pupils of all abilities were making good progress. Information and communication technology is well embedded within the learning, and pupils are developing skills and confidence in this area. Speaking and listening skills are developed particularly well.

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How effective is the provision?

The curriculum is broad and balanced, provides a range of creative opportunities through a good choice of visits and visitors, and contributes very well to the pupils' personal development. The curriculum is enhanced through good partnership working with a range of other institutions, and there is a high take-up of a wide variety of extra-curricular

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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

activities. There are some opportunities for cross-curricular learning where pupils use and apply literacy, numeracy and information and communication technology skills in other contexts. The welcoming environment is much appreciated by pupils, parents and carers. As one parent said, 'Our children feel very safe and secure and the staff know the children, ensuring that their individual needs are met.' The school provides good support to pupils whose circumstances make them vulnerable. Strategies to improve attendance have shown a significant impact on reducing the numbers of pupils with regular and persistent absence. However, there has been less impact on pupils' attendance more generally and there is a comparatively high proportion of absence taken for holidays. Pupils benefit from breakfast club, and pupils with special educational needs and/or disabilities are well supported in partnership with external agencies. Transition arrangements with the junior

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

school are effective, and there are good partnerships with pre-school settings.

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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, ably led by the headteacher and supported by an effective governing body, ensure that the school's vision and ambition are shared with parents and carers, and the wider community. Middle leaders play an increasing role in monitoring performance and contribute effectively to school improvement. The school's systems for monitoring and tracking the progress of pupils are well developed, and support the setting of challenging targets. This careful use of data has helped the school to improve attendance of individuals. Governance is good, and rapidly improving. The governing body is committed to supporting the school. Its members make a strong contribution to promoting a caring ethos with high academic expectations, and to the pupils' personal development and well- being. The vast majority of parents and carers hold the school in high regard. Communication with parents is good, but the school rightly plans to improve it further, including

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How effective are leadership and management?

development of the website. Safeguarding policies and procedures are good, and the school adopts good practice in a range of areas, including training in child protection and safer recruitment. The school makes a good contribution towards community cohesion, and the school is a harmonious community which effectively promotes shared values. The promotion of equal opportunities is good, and there is no evidence of discrimination. All groups of pupils achieve well.

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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

From a wide range of starting points, including a significant group of children who had high attainment on entry, most children make good progress towards meeting the early learning goals. Carefully planned programmes help to support learning and developmental needs, as well as challenging provision which meets the needs of more-able children. Observation and assessment practices are effective, and adults receive high levels of professional development to ensure good learning for all children. There is a usually a good balance between teacher-directed activities and those chosen by the children, though occasionally pace drops when input from adults lasts too long. Good use is made of the outside area. Children respond well to adults and are welcoming and articulate. They express their ideas and explain their thinking and ask questions. This was particularly evident during an outdoor session when the children observed the release of butterflies which they had seen

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Early Years Foundation Stage

develop during the lifecycle of caterpillars. Skilful questioning by the teacher enabled the children to experience exceptional curiosity and wonder, and to ask probing questions about change and continuity. Positive relationships and the safe, secure procedures in place support the children's well-being.

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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

A comparatively low proportion of parents and carers responded to the questionnaire. However, inspectors drew on the school's own survey results as well as the inspection questionnaire. Most of those who returned them were very positive about the school, and this was reflected in the findings of the report, and in the school's surveys. Parents and carers feel strongly that the school provides a safe and welcoming environment for their children. A small number of parents and carers raised concerns about communication and about how the school meets the needs of their children. During this inspection, inspectors found communication with parents and carers to be good, and evidence on achievement demonstrated that the needs of all pupils are met.

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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 Towers 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 38 completed questionnaires by the end of the on-site inspection. In total, there are 179 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 31 82 7 18 0 0 0 0 The school keeps my child safe 29 76 9 24 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 14 37 21 55 2 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 20 53 14 37 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 19 50 16 42 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 16 42 19 50 2 5 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 18 47 17 45 1 3 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) 18 47 18 47 1 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 18 47 16 42 2 5 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 13 34 20 53 2 5 2 5

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 12 32 24 63 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 25 66 12 32 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 26 61 14 37 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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Inspection of Towers Infant School, Hornchurch RM11 1HP

Thank you so much for your warm welcome when we visited your school recently, and for giving us your views and showing us your work. We very much enjoyed the visit, and were particularly impressed by the care and respect which you showed to each other. We would like to tell you about what we found. Yours is a good school, and it has many features which are outstanding. These were some of the strengths of the school.  Most of you make good progress because the teaching is good.  You get on very well with each other and your behaviour is outstanding.  You feel very safe in school because teachers and other adults look after you and help you to understand how to keep safe.  You have an excellent understanding about how to keep fit and healthy.  You enjoy learning and getting involved in class, and being school councillors.  You make valuable contributions to the school and to the wider community.

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Inspection of Towers Infant School, Hornchurch RM11 1HP

The headteacher and her staff are working hard to make your school even better and we have asked them to continue to improve teaching. We have asked them to keep up the improving attendance, as this makes a difference to your achievement. You can help with this. We would like to thank you as well for giving us copies of your wonderful recipe book, and I am looking forward to trying some of these out. We wish you all the very best for 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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