Fairfield Infant School

Age group 3-7 Inspection date(s) 17–18 October 2011 Inspection number 380923 Fairfield Infant School Inspection report

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Unique Reference Number 124582 Local Authority Suffolk Inspection number 380923 Inspection dates 17–18 October 2011 Reporting inspector Peter Thompson

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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 299 Appropriate authority The governing body Chair Allison Coleman Headteacher Jane Reed Date of previous school inspection 7 June 2007 School address High Road West Felixstowe IP11 9JB Telephone number 01394 283206 Fax number 01394 283895 Email address ht.colneis.p@talk21.com 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 team observed 18 lessons taught by 13 teachers. Meetings were held with a group of pupils, staff and governors. The inspectors observed the school’s work and looked at a representative sample of pupils’ work, some policy documents and school reports. They scrutinised questionnaires returned from 95 parents and carers and 81 pupils.

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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

 What does the school's tracking information show about the progress and achievement of pupils?  Is there a shared vision and embedded ambition amongst the staff?  What are the barriers to learning that prevent pupils progressing better than they do?  Are talented children and those with special educational needs and/or disabilities sufficiently supported and challenged to enable them to progress as well as they can?  Do middle leaders and other staff have sufficient opportunity to discuss and influence the future direction of the school?

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Information about the school

The school is a larger than average-sized infant school that includes a Nursery. The school is popular and is sometimes oversubscribed. The proportion of pupils known to be eligible for a free school meal is well below average. The percentage of pupils from minority ethnic backgrounds is below average and one in ten speaks English as an additional language. The proportion of pupils with special educational needs and/or disabilities, including those with a statement, is well below average. The stability of the school's population is higher than that of similar schools. In September 2008, the school began working in close collaboration with the Colneis Junior School. The headteacher and senior staff of Fairfield also lead the Colneis Junior School. The school has been awarded Investors in People and Healthy School status together with the Basic Skillsmark and Activemark.

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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

Fairfield Infants School provides an outstanding education. The headteacher and senior staff have integrated plans for improvement with that of the Colneis Junior School very successfully. Planning is thorough and based on accurate self-evaluation and effective use and analysis of high quality data. The staff have worked hard to provide a rich curriculum that is extremely relevant to the needs of all pupils. Pupils feel exceptionally safe in school, a view endorsed by their parents and carers. Aided by the rigorous enforcement of the school's good code of conduct, children’s behaviour is outstanding both in classes and around the school. Children understand what is required to lead safe and healthy lives and contribute to their school and local communities very well. Parents and carers are extremely well informed and are enabled to play a significant role in the learning of their children. As a result,

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Main findings

outcomes for individual and groups of pupils have improved and are now outstanding.

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Main findings

The governing body works very effectively with its counterpart in the junior school and holds joint meetings to ensure that plans and developments benefit all children. For example, the leadership team has been reorganised and strengthened leading to improved outcomes since the last inspection. The governing body is very well organised and has a range of expert knowledge and experience which it uses to drive improvement at a fast pace. Governors regularly visit lessons and some oversee curriculum areas to improve their understanding of the work of the school. As a result, governors know the strengths and weakness of the school very well and play a significant part in effectively evaluating the school's success and considering how it might be improved. Statutory requirements are met. The strengthened leadership team together with outstanding governance gives the school a good capacity to sustain further improvement. Leaders recognise that attainment in some subjects

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Main findings

and teaching quality is not as good as it could be.

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Main findings

The exceptional care, guidance and support provided are particular strengths of the school and help pupils with special educational needs and/or disabilities and those that are vulnerable to make good progress. Provision for such groups is very well managed and targeted to enable pupils to make the best of the opportunities the school provides. The school treats each child as an individual and caters for their particular needs very effectively. Those children who are not performing as well as they should are identified early and effective actions taken to help speed up their progress. The small numbers of pupils with special educational needs and/or disabilities and those who speak English as an additional language are particularly

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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

well supported. When needed, very good additional guidance is provided either on a one-to-one basis or by teaching assistants working with small groups in lessons. The school liaises exceptionally well with outside agencies to support the personal development and well-being of vulnerable children.

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

Despite this very good picture overall, the school has correctly identified that attainment in writing and mathematics could be higher. Leaders have recently developed a comprehensive plan that sets out the actions and targets needed to raise attainment. Early indications are that the plan is having a beneficial impact and attainment in these subjects is beginning to improve quickly. However, there is insufficient outstanding teaching to help pupils make exceptional progress consistently. Lesson observations show that pupils are not always sufficiently challenged in lessons, and more opportunities are needed to enable pupils to work independently and learn through finding things out for themselves.

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What does the school need to do to improve further?

 Raise the attainment of pupils, particularly in writing and mathematics, by:  increasing the proportion of outstanding lessons and eliminating all satisfactory teaching  ensuring all pupils are effectively challenged in all lessons  enabling pupils to learn more independently and to find things out for themselves.

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Outcomes for individuals and groups of pupils 1

Pupils’ achievement is good and their attainment is above average. Pupils are enthusiastic and enjoy their learning. Lesson observations and the school’s data show that the progress made by pupils in Years 1 and 2 is good. The small number of pupils with special educational needs and/or disabilities, and those who speak English as an additional language, make good and sometimes very good progress, particularly when they are provided with individual support. For example, a pupil with special needs was seen making good progress whilst learning to use numbers in multiples of ten on a computer with the help of a teaching assistant. Occasionally the pace of learning drops when the work in lessons is not sufficiently challenging or matched to pupils’ needs or capabilities. For example, in a Year 1 science lesson after pupils had worked in groups to learn about sight, sound, touch and smell, they were not given enough opportunity to explain what they found out to the whole group and

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Outcomes for individuals and groups of pupils 1

instead it was explained by the teacher.

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Outcomes for individuals and groups of pupils 1

Pupils make good progress in developing their spiritual, moral, social and cultural awareness. They reflect well on their experiences and success in games and are sympathetic to the feelings and values of other children and adults. For their age they are appropriately aware of their own culture and their contacts with schools overseas helps them to develop an awareness of other lifestyles. Pupils play an active part in the school council, raising funds for charities and singing in a choir 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

provide entertainment for adults. The rate of attendance is above average. Pupils are eager to work together and with their teachers. Pupils’ good and improving reading, writing and numeracy skills and their well developed personal qualities prepare them well for their future.

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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 quality of teaching is good overall but it varies from satisfactory to outstanding. The aims of most lessons are made clear and there are good relationships between pupils and their teachers. Pupils are taught in mixed-ability lessons in Years 1 and 2 and are divided into groups by ability within each lesson. These arrangements make a positive contribution to pupils' learning and good progress. Most teachers give oral and written feedback to enable pupils to have a better understanding of what is needed to succeed and improve. The best lessons are brisk and challenging. These effective lessons are planned well, expectations are high, and teachers use their knowledge and inventiveness to encourage and inspire pupils to learn. For example, pupils were seen progressing well in a Year 1 literacy lesson while using rhymes to help them understand stories, and progressing extremely well in a Year 2 mathematics lesson while learning to use numbers and the vocabulary of numbers.

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How effective is the provision?

Both these lessons were well planned and teachers used their knowledge of the subjects to inspire children to learn. Teaching assistants made good contributions to pupils’ learning in these lessons.

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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

The curriculum is exceptionally broad, creative and flexible. It is adjusted each year in the light of assessment in order to improve motivation and enable pupils to better reach their full potential. The children learn in lessons based mainly on topics which cover a number of curriculum subjects. For example, when learning about penguins pupils develop knowledge of geography, history and science. The linking of subjects together in this way makes learning more fun and meaningful. The curriculum covers the core subjects of reading, writing, mathematics and science, and other subjects such as design and technology, information and communications technology, music, religious education and person, social and health education. An excellent range of well-attended extra-curricular activities, including outdoor games, Eco club, choir, recorder, art and crafts and drama, are provided. Outdoor games and the drama club

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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 headteacher and senior leaders have a clear vision for the future of the school and their high expectations are communicated to the staff. All share a common drive to secure improvements. Leaders have established rigorous ways to monitor teaching, provision and outcomes. They set realistic yet challenging targets and place very strong emphasis on treating each pupil as an individual, without any discrimination. Leaders are determined that all pupils should have equal opportunity to achieve their full potential. Variations in the performance of individuals and groups of pupils are evaluated carefully and appropriate steps are taken to address any underachievement.

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How effective are leadership and management?

Safeguarding procedures are excellent. Rigorous checks are carried out on all newly appointed staff and exceptionally good central records are kept. The school has clear policies for health and safety, which are reviewed regularly and implemented effectively. Safety checks are carried out by appropriate external authorities and any recommendations they make are acted upon well. Staff have been appropriately trained in child protection and regular risk assessments are undertaken. The school engages well with outside agencies to support the safety and well-being of the pupils and staff.

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How effective are leadership and management?

Leaders have a good understanding of the community they serve and the school’s ethos helps to promote good community cohesion. Pupils from different backgrounds

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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

work in harmony and are tolerant of each other. The school has undertaken a clear analysis of the local socio-economic, ethnic and religious needs of the local community. It values the background of all its pupils and has effective plans to engage with a range of outside community groups. Children take part in choral and drama events outside the school. They learn about other cultures through the school's links with a primary school in Uganda and through their efforts to collect gift-aid goods for children in Romania. The 'Friends of Fairfield' links parents and carers of all backgrounds to the school and pupils learn topics based on their surroundings in Felixstowe.

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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

The overall effectiveness of the Early Years Foundation Stage is good. Children enter the Nursery with skill levels that are below those expected for their age. As a result of recent changes, all children spend a full year in the Reception class which helps increase the number and length of opportunities for learning. Staff use their good understanding of how young children learn to inspire and help them to make good progress from their various starting points. They make especially good progress in developing their problem solving, reasoning and numeracy skills. By the time children reach the end of the Reception Year their attainment is broadly in line with the expected level for their age and improving quickly. Good use is made of the indoor and outdoor areas. Activities are well planned and there is a good balance between activities chosen by children and those led by teachers. Teaching assistants make a

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Early Years Foundation Stage

good contribution to children’s learning and enjoyment. The well-developed system for tracking children’s progress is providing good information about their learning and where it might be improved. The leader of this phase ensures that children’s welfare needs are met well. Staff are skilled at promoting positive attitudes and ensuring that

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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

all children are engaged and included. The effective links with parents and carers, and outside agencies, make a strong contribution to children's learning and progress. Safeguarding procedures are good and given a high priority.

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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

An average number of parents and carers responded to the inspection questionnaire. Responses were extremely positive and supportive. The overwhelming majority felt that their children enjoy school and said that they are happy with their children's experience at school. One parent said, 'The school is one of the most nurturing environments I have come across. It is friendly, welcoming and caring. It is obvious that senior management and all school staff care deeply about the children.’ Another said, 'My son comes home from school bubbling over with the activities he has enjoyed each day. His progress is good and I feel that he is treated as an individual which is helping his confidence to grow both in and out of school.’ A very small minority raised some individual concerns, such as the school does not take their suggestions into account. However, inspectors judged the school’s links with parents and carers to be outstanding and could not find any weaknesses to support parental

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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 Fairfield 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 95 completed questionnaires by the end of the on-site inspection. In total, there are 299 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 70 74 25 26 0 0 0 0 The school keeps my child safe 73 77 21 22 0 0 0 0 The school informs me about my child’s progress 43 45 48 51 2 2 0 0 My child is making enough progress at this school 52 55 39 41 3 3 0 0 The teaching is good at this school 61 64 32 34 0 0 0 0 The school helps me to support my child’s learning 59 62 32 34 2 2 0 0 The school helps my child to have a healthy lifestyle 58 61 34 36 1 1 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) 50 53 35 37 0 0 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 48 51 42 44 3 3 0 0 The school deals effectively with unacceptable behaviour 44 46 41 43 1 1 0 0 The school takes account of my suggestions and concerns 44 46 41 43 3 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 55 58 39 41 0 0 0 0 Overall, I am happy with my child’s experience at this school 63 66 29 31 1 1 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 previously. 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 Fairfield Infant School, Felixstowe, IP11 9JB

My colleagues and I enjoyed our visit to your school and welcomed the opportunity to see you at work in your lessons. We judged your school to be outstanding. That means that it has got most things right and provides you with an excellent education. We thought your behaviour in classes and around the school was outstanding and liked the way the school involves your parents and carers so that they can help you learn. Your school looks after and keeps you safe exceptionally well. You are so lucky to have such a school and I know from what you and your parents and carers have told us you like your school very much.

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Inspection of Fairfield Infant School, Felixstowe, IP11 9JB

Mrs Reed and the other adults in the school continue to make changes to improve your education further. They have provided you with a new programme of lessons to make your learning even more exciting and enjoyable. My colleagues and I know that you like the lunchtime and outside school activities very much, particularly the visits you make to the beach and other places of interest. Your class teachers continue to find new ways to help you learn.

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Inspection of Fairfield Infant School, Felixstowe, IP11 9JB

There are still things that could be better. We have asked Mrs Reed, governors and your class teachers to find ways to help you reach higher standards, especially in writing and mathematics by:

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Inspection of Fairfield Infant School, Felixstowe, IP11 9JB

 increasing the number of outstanding lessons and ensuring that all are good or better  ensuring you are always challenged in lessons  letting you learn more by doing things and learning from what you find out.

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Inspection of Fairfield Infant School, Felixstowe, IP11 9JB

You can help them by always doing your best work.

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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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