South Petherton Church of England Infants and Pre School

School report South Petherton Church of England Infants School Church Path, Hele Lane, South Petherton, Somerset, TA13 5DY

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Overall effectiveness

Previous inspection: Good 2 This inspection: Outstanding 1 Achievement of pupils Outstanding 1 Quality of teaching Outstanding 1 Behaviour and safety of pupils Outstanding 1 Leadership and management Outstanding 1

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This is an outstanding school

 Pupils make an excellent start to their education. By the end of Year 2, their attainment in all subjects is above average. Teachers offer the right degree of support and challenge to all groups of pupils, so progress is consistently excellent, including for those supported by pupil premium funding. This represents outstanding achievement.  Teachers use their excellent knowledge of pupils’ interests and needs to prepare engaging learning experiences. Lessons are purposeful and fun. Pupils show a great appetite for learning and listen closely to what teachers say. This means they get on with their tasks enthusiastically and their learning is outstanding. Very occasionally, planning lacks the required detail and lessons do not run as smoothly as they should.  The marking of pupils’ work is outstanding. Pupils’ efforts receive detailed comments that offer both praise and constructive advice. Time is offered for pupils to read these

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This is an outstanding school

comments and act on them, this has a very positive impact on their progress.  Excellent behaviour is the norm. Pupils say they feel safe and happy at school and know they are well cared for. Relationships between pupils and with adults are almost universally excellent; as one pupil reported, ‘Bullying very rarely happens.’  The headteacher’s quiet determination and commitment to the school’s policy of ‘growing together’ have been fully adopted by all members of the staff team. Checks on teaching and pupils’ progress are accurate and have led to a relentless drive to raise standards. The school has made positive strides since its previous inspection and its plans for the future are relevant and achievable.  The governing body undertakes regular checks on all aspects of school life. Members’ analysis of this information enables the governors to ask challenging questions of school leaders and to participate fully in the school’s decision-

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Information about this inspection

 The inspector visited eight lessons taught by four teachers and undertook four joint observations with the headteacher.  Discussions were held with pupils, teachers, the headteacher, parents and carers, representatives of the governing body and a local authority officer.  The inspector examined numerous school documents, including policies, assessment information, planning documents and records of all kinds.  The views of 24 parents were analysed through the Parent View website.

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Inspection team

John Carnaghan, Lead inspector Additional Inspector

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Information about this school

 This is a smaller-than-average-sized infants school.  The proportion of pupils eligible for the pupil premium (additional funding for looked after children, pupils known to be eligible for free school meals and those from service families) is below the national average.  Almost all pupils are of White British origin and speak English as their first language.  The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average.  The school does not use any alternative provision for its pupils (lessons that take place regularly away from school).

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What does the school need to do to improve further?

 Improve teaching further so it always promotes rapid progress by ensuring that lessons in all subjects are thoroughly planned to provide the optimum pace and challenge to all groups of pupils.

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The achievement of pupils is outstanding

 Children make a good start to their education in the Early Years Foundation Stage. Positive links with local pre-schools ensure children’s needs and aptitudes are well known when the children arrive in the Reception classes. Careful planning ensures very well-organised lessons and provides the correct support to each child. This helps all groups make excellent progress.  Children in the Reception classes quickly start to identify letters and begin to read. They soon start to develop an understanding of numbers and how they work. As well as rapidly gaining these basic skills, children develop good learning habits that prepare them very effectively for more formal education as they enter the National Curriculum. For example, they learn to share, to work together and to be independent when required.  The pattern of excellent teaching continues in Key Stage 1. Skilled teaching assistants are perceptively deployed to offer support where it is most needed. This plays a significant part in

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The achievement of pupils is outstanding

ensuring that the most able pupils are kept at full stretch and those who need additional help receive it. One positive outcome of the challenge for the most able is the above-average proportions of pupils gaining high levels in end of Year 2 national assessments in reading, writing and mathematics.  Attainment in mathematics has historically lagged a little behind that in reading and writing. The school has acted to improve mathematics teaching, particularly through training both teachers and teaching assistants. There has been a steady rise in mathematics attainment in the past three years and it is now above average, as it is in reading and writing. When compared with national averages, pupils’ progress is exceptionally strong in all three subjects.  The way reading is promoted across the school is a considerable strength. Pupils are given every encouragement and opportunity to read a variety of texts and, typically, quickly become

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The achievement of pupils is outstanding

confident in handling books and familiar with the printed word. Their attainment, as demonstrated in the national Year 1 screening check, is well above average.  Given their starting points, this pattern of consistently above average attainment represents outstanding achievement for all groups of pupils.  Pupils in receipt of additional funding (the pupil premium) benefit from well-targeted extra resources. Principally, they gain from increased small group support from teaching assistants. The school keeps very careful records of the impact of such interventions and of the other support offered. These clearly indicate that this group achieve as well as their peers and that the attainment gap to other pupils in the school is closing. In 2013, this group was approximately two terms behind their peers in writing and mathematics and a little more than this in reading.  Disabled pupils and those with special educational needs benefit from the school staff’s in-depth

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The achievement of pupils is outstanding

understanding of their needs and the well-judged support they receive. This ensures that their achievement is consistent with other pupils. In this way, the school ensures equality of opportunity and that there is no discrimination.  Pupils’ achievement in physical education is improving; it benefits from additional funds available from the primary school sport funding initiative. Well-qualified sports coaches teach sessions to pupils and train staff. The funds also permit the school to offer additional sporting opportunities to pupils in a local gymnasium.

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The quality of teaching is outstanding

 Teaching is of an exceptionally high standard and, typically, classrooms are very good places to learn. Positive relationships promote a ‘can do’ atmosphere where adults and pupils work together very effectively to ensure rapid, sustained progress.  A fundamental strength to teaching is the excellent marking of pupils’ books. Much of pupils’ work is marked promptly and in depth. This has two significant benefits; firstly, pupils know how well they are doing and how to improve their work; secondly, teachers have an in-depth understanding of how well each pupil is learning and this enables them to adjust their teaching to meet each pupil’s needs.  Teachers use this and other assessment information to plan lessons that offer the correct degree of challenge and support to all. This invariably involves deploying the skilled teaching assistants to help those in the greatest need, whether they are struggling to learn or require additional

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The quality of teaching is outstanding

challenges to reach higher attainment levels. Most lessons are planned in depth, especially in English and mathematics. However, sometimes planning in other subjects is less detailed and, on a few occasions, these lessons are less pacy and challenging.  Confident, authoritative teaching from teachers and teaching assistants is the norm. Pupils enjoy learning because teachers prepare varied, stimulating activities with good resources that run at a brisk pace. Staff make what is to be learned crystal clear and pupils happily strive to meet teachers’ high expectations. The imaginative use of homework from the Reception year onwards promotes independence, a love of learning and involves parents constructively in their children’s learning.  Teachers question pupils throughout lessons to check and develop their understanding. Interactions with pupils are warm and supportive; teachers are models of courteous behaviour,

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The quality of teaching is outstanding

fostering good relationships. Pupils reflect this with their kindness to one another and their very evident enjoyment of working together. They are quick to support and applaud the efforts of their classmates.  An outstanding Year 2 mathematics lesson typified many of the strengths of teaching. Four levels of addition and subtraction tasks ensured all pupils were well challenged and four adults ensured each group had additional assistance close at hand. The closing session for the whole class consolidated and extended learning very well, with brisk tasks followed by a ‘test question’ that enabled the teacher to check on the excellence of all pupils’ progress.

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The behaviour and safety of pupils are outstanding

 Pupils have almost universally positive attitudes to their work and display a strong love of learning. This has a very favourable impact on their progress, particularly because it means there are no disturbances to the smooth running of lessons.  Behaviour in lessons, around the building, in the dining hall and on the school playgrounds is generally impeccable. Close relationships exist between pupils and with all adults. For example, lunchtime staff have been trained to lead play at lunchtime, and do so with enthusiasm, giving many pupils good opportunities to ‘let off steam’ before settling down to learning again.  Pupils report they are very happy at school; this view is fully supported by parents and staff. One pupil reported, ‘Its very kind here, everyone is kind.’ They appreciate the school’s method of sanctions and rewards to keep everyone behaving well, and report teachers are helpful, saying,

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The behaviour and safety of pupils are outstanding

‘We always have fun at our school.’  Pupils have a very good knowledge of how to stay safe, appropriate to their age. They know how to take care on the narrow country lanes around the school and are aware of the potential risks of the internet. They show a very strong understanding of how bullying can make lives a misery, but report that it is virtually unknown in any form at the school.

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The leadership and management are outstanding

 The headteacher’s reflective, yet rigorous, approach to school improvement is fully adopted by all staff. Accurate checks are rapidly followed up to address concerns. The school uses its good understanding of its pupils and itself to plan effectively for the future. It receives good support from the local authority and has the capacity for continuing improvement.  Regular, accurate checks are made on pupils’ attainment. These are carefully recorded and trends identified, often using colour coding to identify where progress is rapid or slow. Staff routinely act on this information. Meeting as a team, they identify where individuals may be causing concern and establish what should be done. In many instances, blips in progress initiate additional support. The impact of these actions is carefully followed up to ensure that they have been effective. The data is also used to hold teachers to account for ‘their’ pupils’ progress.

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The leadership and management are outstanding

 Teaching and learning are also subject to thorough checks. Lessons are regularly observed and are often used to trigger support and training for individual staff. This has ‘raised the bar’ for teaching and all staff now strive for excellence, so many lessons are outstanding. There has also been a positive impact on the skills and confidence of teaching assistants, who make a major contribution to ensuring that all groups of pupils achieve their optimum.  Parents and carers are most satisfied with the school and have no significant concerns. Many report that the school and its staff are very open about its activities; they appreciate opportunities provided by the parents’ forum to express their views and ask questions. Staff express great pride in what they regard as their school.  The mixture of subjects and activities the school offers is well suited to pupils’ tastes and needs. Joint planning by all staff ensures that topics are interesting and adaptable to pupils’ views as

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The leadership and management are outstanding

they grow. The school promotes good links with the village; for example, the ‘visit’ of a dragon to South Petherton was embraced by the local library and shops and promoted very good opportunities for pupils to write imaginatively.  Visits to places of educational interest near and far, including London, broaden pupils’ horizons. An ‘out and about club’ helps selected pupils learn to cope with the wider world. The school also provides a good range of sporting opportunities, both during the school day and from a number of after-school clubs.  Opportunities for pupils’ spiritual, moral, social and cultural development are carefully planned. Assemblies take the lead in introducing themes such as caring for others, and these are followed up in lessons. Pupils are actively encouraged to reflect on others and their plight.  The school raises money to support a school in Africa and is developing links with this school

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The leadership and management are outstanding

and another in West London. Religious festivals are marked and celebrated, promoting a better understanding of the multicultural nature of the country in this predominantly White British area.  The governance of the school:  Members of the governing body use a variety of methods to maintain an up-to-date picture of the school. Checks on teaching keep them well informed about the quality of lessons and they are well aware of the links between teachers’ performance and their pay progression. Good training enables governors to fully understand the numerous sources of information about pupils’ achievement and they know where their achievement stands in relation to national averages. The governing body is involved in the allocation of pupil premium funds; the governors follow this up carefully to check on the results and to ensure that it gives the best possible value for money. Well-managed systems enable governors to maintain a close check

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The leadership and management are outstanding

on health and safety and help to ensure that the school meets all safeguarding requirements.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 123854 Local authority Somerset Inspection number 426820

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Infants School category Voluntary aided Age range of pupils 4–7 Gender of pupils Mixed Number of pupils on the school roll 99 Appropriate authority The governing body Chair Patricia Ward Headteacher Lisa Farley Date of previous school inspection 16 September 2008 Telephone number 01460 240750 Fax number 01460 241316 Email address office@southpetherton-inf.somerset.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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. 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

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School details

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School details

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

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