Manor Field Infant School

Age group 4 – 7 Inspection date(s) 10 – 11 October 2011 Inspection number 379193 Manor Field Infant School Inspection report

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Unique Reference Number 116055 Local Authority Hampshire Inspection number 379193 Inspection dates 10 – 11 October 2011 Reporting inspector Michael Barron

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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 157 Appropriate authority The governing body Chair Allison Reid Headteacher Janet Pywell Date of previous school inspection 31 March 2009 School address Haydn Road Brighton Hill Basingstoke Hampshire RG22 4DH Telephone number 01256 350300 Fax number 01256 842139 Email address 2341jp@hants.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’.

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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 inspection was carried out by three additional inspectors. The inspectors visited 11 lessons and observed six teachers. They also held meetings with the headteacher, deputy headteacher, members of the governing body, teaching and support staff, parents and carers, and groups of pupils. The team observed the school’s work and looked at school development planning, the governing body minutes, school policies, including those associated with safeguarding procedures, assessment and tracking documentation, pupils’ records and samples of their work. Inspectors also scrutinised questionnaires returned by 59 parents and carers and 19 staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 Pupils’ present attainment, especially in Year 2, and what this signifies in terms of achievement and progress, especially regarding mathematics and writing.  Provision for cultural education and its impact on building up pupils’ knowledge and understanding of cultures and communities other than their own, especially regarding the wider nature of modern society in the United Kingdom.  The quality of teaching and learning, especially in catering for pupils’ different abilities and needs, with a focus on the more-able pupils.

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Information about the school

This is an average-size infant school . Most pupils are of White British heritage; few speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is above average. Most of this group of pupils have moderate learning difficulties; a few have speech, language and communication needs . The proportion of pupils with statements of special educational needs is also above average. There is Early Years Foundation Stage provision in the school’s two Reception Year classes. The proportion of pupils known to be eligible for free school meals is above the national average. The school has gained several awards, including the Rights Respecting School award. There is on-site pre-school provision not managed by the governing body and subject to a separate inspection.

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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

This is a good school which prepares pupils well for the next stage of their education. The headteacher and her dedicated staff have created a caring environment in the school in which pupils are valued as individuals. Pupils enjoy school, achieve well and say that they feel well looked after. One pupil commented, ‘I like school because it is fun and teachers make sure you are safe.’ Parents and carers are very positive in their views of the school and appreciate the good level of care it provides for pupils. One commented, ‘My son loves going to school because he is treated as an individual.’ Another stated, ‘I am very happy indeed with the good level of support my child receives.’

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Main findings

The school is well led by a dedicated and effective headteacher who provides a clear vision for improvement and has high expectations of what pupils are capable of achieving. She has worked well with her staff and governing body to ensure the school has successfully raised its effectiveness since the previous inspection by regularly checking and accurately measuring its performance in order to improve its practice. Staff are enthusiastic and work well as a team to ensure the school reaches the challenging targets it sets itself. T his positive approach has led to a marked improvement in pupils’ progress and attainment. It is also a clear indication of the school’s good capacity for sustained improvement.

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Main findings

Children make good progress in their Reception Year because of consistently good teaching. Pupils continue to achieve well and make good progress throughout the rest of the school because teaching caters well for their needs. However, the more- able pupils do not always make the progress they are capable of as teachers and teaching assistants tend to concentrate in lessons on helping pupils who struggle and need support to cope at all with their learning. Even so, inspection evidence, supported by school data, confirm that, by Year 2, pupils’ attainment is average overall, although it is better in reading and writing than mathematics.

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Main findings

The school provides a consistently good level of care, guidance and support for pupils. Health and well-being are securely safeguarded and child protection procedures are good. Systems for monitoring pupils’ progress are used very effectively to provide pupils with the guidance and support they need to become confident and independent learners.

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Main findings

Pupils are keen to talk about what they like about school, especially the good range of popular extra-curricular activities. However, they have little experience of the

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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

multicultural nature of society in the United Kingdom. They find joining in conversations about this difficult through lack of understanding, and this remains a gap in their learning.

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What does the school need to do to improve further?

 By the end of the spring term 2012, raise pupils’ progress and attainment in mathematics to match their attainment in reading and writing by ensuring that they are provided with regular opportunities to develop the use of their basic arithmetic skills when solving mathematical problems.  By the end of the spring term 2012, ensure that the more-able pupils are always provided with work in lessons that offers them the correct level of challenge.  Increase pupils’ awareness of modern society in the United Kingdom by improving opportunities for them to develop their knowledge and understanding of the ethnic and cultural diversity of the country.

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Outcomes for individuals and groups of pupils 2

Pupils respond very well to the caring approach taken by the school. They are enthusiastic learners and this is reflected in their above average and improving rates of attendance. Pupils make a good contribution to the school and the local community, and have a growing awareness of their rights and responsibilities. They talk enthusiastically about how the school council ensures their views are listened to by the school and acted upon. For example, lunchtime provision for pupils has improved. The school’s work in this area is reflected in the Rights Respecting award. Pupils also have a good understanding of the need to stay safe, and fully realise the importance of eating healthy foods and exercising regularly. Although a wider aspect of their cultural development is underdeveloped, pupils’ spiritual, moral and social development is, otherwise, strong, and this is reflected in their good behaviour and

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Outcomes for individuals and groups of pupils 2

in their respect and care for others. Pupils are confident that any instances of anti- social actions by other pupils will be dealt with quickly and fairly by adults .

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Outcomes for individuals and groups of pupils 2

Pupils’ good overall progress in building up their skills, especially in literacy, coupled with their good attitudes towards learning, are preparing them well for their future economic well-being. Children enter the school at the age of four with skills and understanding well below those expected for their age, particularly regarding their speech, language and social development. Pupils, including those with special educational needs and/or disabilities, and also those who speak English as an additional language, make good progress in all year groups, especially in developing their reading and writing skills. However, all pupils make less progress in mathematics than they do in English because they find it difficult to use their basic arithmetic skills successfully when solving mathematical problems. Occasionally, more-able pupils do not always learn quickly enough when teaching is insufficiently challenging.

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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

Pupils are confident that teachers will always help them if they are having difficulty completing their work. They know what they have to do to improve their work. Pupils enjoy learning, especially when teachers mix subjects together in order to make lessons interesting. As a result, they work hard and t his was evident during a well- taught lesson to Year 2 pupils, which mixed history and literacy together effectively in focusing on the Great Fire of London. Pupils made good progress because they were interested in the circumstances and consequences of the fire and tasks were well matched to their different abilities. Pupils in Year 1 made good progress developing their use of adjectives as ‘describing words’ because they found the work they had to complete interesting. Those with moderate learning and communication needs made good progress with adjectives with the help of effective teaching assistants.

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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

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

The curriculum links different subjects together well in order to make learning enjoyable for pupils, while focusing on developing skills in numeracy, literacy, and information and communication technology. Classrooms are well resourced and the quality of pupils’ displayed work is of a good standard. Teachers and effective teaching assistants have high expectations of what pupils can achieve and work well together in order to make a positive contribution to pupils’ learning, although the more able are not challenged well enough in every lesson. Teachers use assessment information well when planning work for pupils. They are particularly skilled in questioning and in developing pupils' key literacy and numeracy skills, although skills

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How effective is the provision?

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

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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

in arithmetic are not always practised sufficiently for all to gain confidence and make good progress in calculating. Teachers display good subject knowledge and, even at this early stage in the school year, they have already built up good relationships with pupils. However, there are occasions when the more-able pupils find the tasks they are given to complete in lessons a little too easy.

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

The effective level of care, guidance and support the school provides for pupils is the basis for their good personal development. Parents and carers value the way in which the school looks after their children, and pupils are confident they will always be well looked after. Good induction and transfer arrangements help pupils settle quickly into new routines. Those pupils whose circumstances make them potentially vulnerable receive an effective level of care and support and this enables them to take a full part in school life. Pupils say that they look forward to meeting interesting visitors to school and visiting places of interest on school trips. They appreciate the enrichment activities the school provides for them, including after-school clubs featuring, for example, karate, street-dance, football and gardening.

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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

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The good quality of leadership and management is reflected in the thoroughness of the school’s self-evaluation and the quality of its development planning. The headteacher and her staff have implemented many improvements since the previous inspection. They have been well supported by the governing body, which offers a good level of challenge and support to the school and is involved in all major decisions. Individual members play a very active role in school life.

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How effective are leadership and management?

The school has developed good links with parents and carers, particularly those who may have had doubts about becoming involved with the school. Parents and carers appreciate the effective way in which the school tackles discrimination and ensures all pupils are given equal chances to succeed. This is an important factor in ensuring that all pupils, regardless of their background or ability, make good progress, not only in their academic work but also in developing their social skills and their respect for others. The school’s own analysis recognises that individual more-able pupils can achieve even more in some lessons.

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How effective are leadership and management?

Links with external agencies and partnerships with other institutions are used well to support pupils’ learning and well-being, especially the school’s effective links with the

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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

on-site junior school to which most pupils transfer at the end of Year 2. Safeguarding procedures are good and meet all requirements, and this is reflected in the precision of the staff recruitment and vetting checks. Staff and the governing body receive regular training about safeguarding and child protection issues, and fully understand the importance of their role in protecting pupils. Parents and carers responding to the Ofsted questionnaire universally endorse the school’s diligence in keeping their children safe.

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

The school’s work in promoting community cohesion is satisfactory. It has built up effective links with the local community, which it uses well to develop pupils’ understanding of shared community values. However, the school’s curriculum does not offer regular opportunities for pupils to develop their understanding of the wider nature of modern society in the United Kingdom. In other respects, pupils’ personal development is strong.

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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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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children in the Early Years Foundation Stage get off to a good start during their first year at school because teaching is well matched to their individual needs. Parents and carers value the good quality of education the school provides for their children. One commented, ‘ My child enjoys coming to school and is already making good progress after just a few weeks.’

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Early Years Foundation Stage

Good leadership and management ensure that children quickly develop positive attitudes to learning and settle happily into new routines. They are well behaved and keen to learn. The two Reception Year classrooms are large, colourful and well equipped and provide stimulating learning environments for children. Lessons are

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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

planned to ensure that children are provided with a wide range of stimulating and practical activities which cover all areas of learning. They effectively blend opportunities for children to learn both independently and with adult direction. Teachers and teaching assistants work well together to ensure that children receive a good level of care, guidance and support.

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

O ngoing records of children’s progress are used effectively when planning further work with a high priority given to children’s personal, social and emotional development and to their welfare. As a result, children feel safe and secure. They appear happy and contented and know they can get help if they are worried about anything. However, there are occasions in lessons when the more-able children do not make the progress they are capable of because most support is targeted towards those children who require extra help with their learning.

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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

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

There was an average rate of response to the parents’ and carers’ questionnaire. An overwhelming majority of the parents and carers who returned the questionnaire or who were spoken to by inspectors held positive views about the school. Few parents and carers expressed any concerns, although a very small minority felt that the level of communication between the school and themselves could improve. Inspectors considered their comments carefully, but judged from this inspection that the school communicated effectively with parents and carers.

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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 Manor Field Infant School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 59 completed questionnaires by the end of the on-site inspection. In total, there are 157 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 40 68 19 32 0 0 0 0 The school keeps my child safe 45 76 14 24 0 0 0 0 The school informs me about my child’s progress 25 42 32 54 1 2 0 0 My child is making enough progress at this school 28 47 29 49 0 0 0 0 The teaching is good at this school 32 54 26 44 0 0 0 0 The school helps me to support my child’s learning 37 63 19 32 1 2 0 0 The school helps my child to have a healthy lifestyle 34 58 25 42 0 0 0 0 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) 29 49 25 42 0 0 1 2

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Total % Total % Total % Total %

The school meets my child’s particular needs 30 51 28 47 0 0 0 0 The school deals effectively with unacceptable behaviour 27 46 28 47 1 2 0 0 The school takes account of my suggestions and concerns 27 46 29 49 1 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 34 58 24 41 0 0 0 0 Overall, I am happy with my child’s experience at this school 37 63 22 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. 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 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 previo usly. The data in the table above are for the period 1 September 2010 to 08 April 2011 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 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 Manor Field Infant School, Basingstoke RG22 4DH

Thank you for welcoming myself and the other inspectors to your school. We enjoyed talking to you about what you like about school. We also enjoyed watching you work hard in lessons. You were all friendly and polite, and we quickly realised why you like your school so much. We also enjoyed talking to some of you about what you enjoyed the most about school and how you felt the school could improve.

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Inspection of Manor Field Infant School, Basingstoke RG22 4DH

Here are some of the things we found out about your school.

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Inspection of Manor Field Infant School, Basingstoke RG22 4DH

 You get off to a good start in the Reception Year classes.  You then make good progress throughout the rest of the school.  Adults always make sure you are safe and well looked after.  Your behaviour is good and you all get on well with each other.  Your teachers always make sure you know what to do to improve your work.  Your headteacher, governors and staff are working hard to improve your school.

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Inspection of Manor Field Infant School, Basingstoke RG22 4DH

We believe your school’s leaders can make it even better. These are the things we have asked them to do.

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Inspection of Manor Field Infant School, Basingstoke RG22 4DH

 We want them to help all of you to get better at using arithmetic in solving mathematics problems.  We also want those of you who learn quickly to have work which you do not find too easy to complete.  We expect the school’s leaders to help all of you to find out more about the diverse cultural traditions of people living in this country.

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Inspection of Manor Field Infant School, Basingstoke RG22 4DH

Thank you for making us feel really welcome. We hope you continue to enjoy school and work hard. All of you can help by making sure you come to school as often as you possibly can, as almost all of you do now.

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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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