Writtle Infant School

Writtle Infant School Lodge Road, Writtle, Chelmsford, CM1 3HZ

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Overall effectiveness

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

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Summary of key findings for parents and pupils

This is a good school.  The headteacher’s quiet determination to raise pupils’ achievement and improve teaching has been successful and she is, consequently, well respected by staff, parents and governors.  The school’s track record of performance shows it has the capacity to build on its successes. Staff and governors have a clear understanding of the school’s strengths and what is required to make it outstanding.  The Chair of the Governing Body and other governors make a considerable contribution to the school’s development. They plan for the long-term, and hold the headteacher to account for the school’s performance.  Teaching is good through the school and ensures that pupils achieve well. It is often inspiring in Reception, and gives the children a very good start to learning and enables them to make good progress.  The headteacher and all teaching and support staff know the children well. This leads to

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Summary of key findings for parents and pupils

strong relationships and a happy and caring school.  Progress is good and pupils leave Year 2 with above-average standards. More-able pupils achieve well.  Behaviour in lessons and around the school is good. Pupils are polite, courteous and considerate.  Pupils enjoy coming to school and feel safe.  Parents are positive about the school and would recommend it.

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It is not yet an outstanding school because

 There is not enough outstanding teaching to make sure pupils make even better progress.  Marking and feedback do not always show pupils what they need to do to improve their work.  The school has worked hard to promote attendance, but rates are no more than average.  The headteacher’s feedback to teachers on their teaching does not always give them specific advice to help them improve their practice.

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Information about this inspection

 Inspectors observed 17 lessons, three of which were shared with the headteacher.  Meetings were held with the headteacher, the Chair of the Governing Body and other governors, an external school consultant and groups of pupils.  The inspectors took account of the 77 responses to the online parents’ questionnaire, Parent View, four parent emails, and 23 responses to the questionnaire for school staff.  The inspectors looked at a wide range of school documentation including: the school’s own evaluation of its performance, information about pupils’ progress, planning and monitoring documentation including leaders’ monitoring of teaching, behaviour and attendance records and documents relating to safeguarding.  The inspectors also listened to pupils read in Years 1 and 2.

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Inspection team

Kelly Stock, Lead inspector Additional Inspector Marion Wallace Additional Inspector

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Information about this school

 This is a smaller than average primary school.  The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average and falling.  The proportion of pupils who receive the pupil premium is below average. This is extra government funding given to schools for pupils known to be eligible for free schools meals or in local authority care.  The school works closely with the junior school and a cluster of local schools.

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What does the school need to do to improve further?

 Improve the quality of teaching to outstanding by making sure that;  the headteacher’s feedback to staff on the lessons observed always communicates to them exactly how they can improve their teaching as well as how to develop their strengths  training is given to teaching assistants who are less confident in helping pupils to maintain their concentration in learning activities  all marking gives pupils a clear understanding of what they need to do to improve their work.  Improve attendance to be above average for all groups of pupils.

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The achievement of pupils is good

 Children join Reception with attainment broadly in line with the levels expected for their age, but there are variations between year groups. They make good progress during the Early Years Foundation Stage. By the time they leave Reception, most children achieve a good level of development in the main areas of learning.

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The achievement of pupils is good

 In 2013, the standards achieved in all subjects were above national averages by the end of Year 2. Attainment has long been sustained at an above-average level. The school’s data projection for pupils’ progress and attainment for the current year shows any gaps between boys’ and girls’ performance are reducing and all are achieving well. More-able pupils make good progress in all subjects.

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The achievement of pupils is good

 Pupils who receive pupil premium funding are also making good progress and attain above the standards of eligible pupils nationally in reading, writing and mathematics. In 2012, eligible pupils made better progress compared to that of other pupils in the school and nationally. However, in 2013, the few eligible pupils were approximately two terms behind other pupils’ attainment in reading, writing and mathematics. During the inspection, eligible pupils were seen to be supported carefully and genuine care by staff and excellent use of outside agencies ensure that these pupils progress well.

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The achievement of pupils is good

 Pupils across the school enjoy reading. The teaching of phonics (sounds and linked letters) is good, although weaker readers show some hesitation in sounding out words that do not follow the usual pattern. In 2013, the proportion of pupils achieving the national average standard in the government’s screening check for reading in Year 1 was above the national average.

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The achievement of pupils is good

 Writing across the school is good. The school provides pupils with memorable events, such as live owls being flown in the school hall, authors’ visits and Olympic events to inspire pupils’ writing. These stimulating experiences lead to pupils developing a very good range of vocabulary and they are able to edit their own work with confidence and choose the way they present it.

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The achievement of pupils is good

 In mathematics, pupils show resilience and perseverance with the problems they are set and are able to apply different methods to check their answers. Pupils in Year 2 are especially enthusiastic about learning their times tables and are keen to impress their teacher.

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The achievement of pupils is good

 Disabled pupils or those who have special educational needs make good progress. New tracking systems identify any weaknesses in pupils’ learning and progress and the response of staff is effectively directed to overcome pupils’ difficulties.

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The achievement of pupils is good

 Pupils across the school are much better at reflecting on their learning and express their views on it to the staff. All are confident to choose tasks, how to present their work and have a say in how they learn.

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The quality of teaching is good

 Teaching across the school is at least good. In Reception, pupils are often inspired and, at times, transfixed, by the experience teachers provide for them in lessons. The learning environment is rich and inspiring, inside and outdoors.

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The quality of teaching is good

 In Reception, outstanding teaching makes sure the children’s understanding is assessed regularly in lessons, where teachers quickly notice any mistakes or confusion. Helpful comments directed to individuals help them to know what they have done well and how to improve their work.

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The quality of teaching is good

 In Years 1 and 2, pupils enjoy learning from the good teaching they receive. In Year 1, they enjoy mathematics because they have challenging work and opportunities to apply their skills in different contexts. For example, in lessons pupils are confident to check their answers using a variety of methods. In Year 2, pupils are helped to develop and use a good range of vocabulary in their poetry and are motivated by opportunities to meet authors who visit the school. Pupils are helped to think about their learning and share their understanding. All pupils are enthusiastic about their reading because the staff enable them to learn how to read with confidence and enjoy books.

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The quality of teaching is good

 Teachers generally have high expectations of what pupils can achieve, including the more able. They know what the different abilities of their pupils are and were seen to skilfully question individuals to help them to improve their learning and gain a better understanding. Classroom resources are carefully selected to help make lessons interesting. For example, information and communication technology is used effectively to support pupils’ learning and understanding.

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The quality of teaching is good

 Support for individuals who find some aspects of learning difficult is often helpful to their progress. Girls sometimes gain considerably in confidence from the support they receive. However, in some situations, teaching assistants do not pick up quickly enough that individuals have lost concentration and – as some pupils say – are ‘having a bit of a rest’.

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The quality of teaching is good

 Marking is not consistently good in all classes. As a result, not all pupils are sure about what they are doing well or how to improve their work.

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The behaviour and safety of pupils are good

 Pupils’ behaviour is good. Pupils are sensitive and considerate to each other. They know which words are hurtful and understand that, as one said, ‘It is the way you say things too.’ They often care for each other unprompted by adults.

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The behaviour and safety of pupils are good

 Children in Reception classes learn and play well together. ‘Wow’ display boards are used to celebrate good work and behaviour at home and in school.

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The behaviour and safety of pupils are good

 Pupils are often delighted by their learning. They are enthusiastic to take part in classroom activities and demonstrate excellent attitudes to learning and levels of concentration. However, when activities are, occasionally, less interesting to them, some pupils lose interest and concentration. Some teachers and teaching assistants do not pick up this loss of attention quickly enough and consequently learning time can be lost.

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The behaviour and safety of pupils are good

 The school’s work to keep pupils safe and secure is good. Leaders make sure that entry to the school is well controlled and staff are rigorously checked for their suitability to work with children. The consistent application of the behaviour policy ensures that any incidents are followed up quickly. As a result, pupils enjoy coming to school and feel safe. One was confident that, ‘The headteacher looks after us.’ They have a good understanding of what ‘bullying’ means and know how to keep themselves safe when online.

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The behaviour and safety of pupils are good

 Pupils who have particular special educational needs involving behaviour are managed well by staff. All pupils are helped to behave responsibly and participate sensibly in learning activities.  The school has worked hard to improve attendance and it is in line with the national average. Pupils are punctual to school and to lessons. The school is working hard to persuade parents whose children are not regular attenders of the importance of the education the school is providing for their children. However, not all pupils and parents have yet been fully persuaded.

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The leadership and management are good

 The headteacher makes sure the school continues to develop and improve pupils’ achievement and the quality of teaching. She is respected by all and cares well for staff and pupils.

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The leadership and management are good

 There is no complacency throughout the school and everyone aims to do better. The school’s record of sustained good achievement and teaching shows it has the capacity to build on its success.

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The leadership and management are good

 The headteacher, senior leaders, subject leaders and key stage managers work closely with the junior school and a cluster of local schools to share best educational practice. This partnership has helped to improve the assessment of pupils’ levels of attainment, share ideas for teaching and make the transition from infants to junior school easier for the pupils. The school development plan is based on an accurate analysis of the school’s performance. The headteacher’s own use of data on progress and attainment has improved since the previous inspection and has led to thorough monitoring and tracking of all pupils’ progress.

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The leadership and management are good

 The newly appointed coordinator of special educational needs has used support for individuals effectively. Disabled pupils, those who have special educational needs and more-able pupils, receive well-judged support to enable them to achieve well.

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The leadership and management are good

 The additional sports funding available to the school is used well. The school is forward thinking in its planning to build capacity for the development of physical education and sport. For example, sport coaches who visit the school also train teachers to improve their skills and knowledge to teach sport.

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The leadership and management are good

 Links with parents are helpful to pupils’ learning and confidence in the school. All parents responding to Parent View would recommend the school to others.

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The leadership and management are good

 The headteacher is adept at identifying strengths in teaching from her observations of classroom practice. She gives helpful feedback to staff following her observations. However, she does not always make the feedback specific enough in helping teachers to understand how they can improve their individual classroom practice so that pupils make even better progress.

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The leadership and management are good

 The range of learning opportunities provided is helpful to pupils' personal development and to their achievement. They learn essential skills to enable them to continue successfully to junior school. The learning opportunities and resources available ensure pupils enjoy learning and make good progress.

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The leadership and management are good

 Subject leaders are competent and enthusiastic. There have been a number of successful appointments and these staff are having a significant impact on improving pupils’ achievement.

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The leadership and management are good

 Leadership of the Early Years Foundation Stage is particularly strong and partnership with other schools is already leading to better teaching, assessment and links with parents and families.

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The leadership and management are good

 The local authority provides the school with the level of support necessary to help it to maintain good standards in all areas of its work.

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The leadership and management are good

 The governance of the school:  The governing body has now separated from junior school governance allowing governors to give their full attention to this school.  The Chair of the Governing Body is particularly knowledgeable about the school and education. He holds the headteacher and other leaders to account for the school’s performance. He and the other governors are passionate and ambitious for the school’s future success in ensuring teaching and achievement improve to be of the highest quality.  The governors have a good understanding of the school’s performance. They analyse and interpret the data on pupils’ progress and attainment to give them a comprehensive understanding of how well the school is doing.  Governors understand what the quality of teaching is across the school from their interpretation of the data on pupils’ achievement, the information supplied by the headteacher and their own visits and observations. They are rigorous in ensuring that teachers are only

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The leadership and management are good

rewarded financially because of their success in enabling pupils to make progress.  They use funding and resources effectively to assist pupils’ experience of school and to support their progress and achievement. Governors use the pupil premium effectively to ensure the progress and attainment of eligible pupils. They know how the funding is spent and require leaders to account for its use.  The governing body makes sure that safeguarding meets statutory 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 114917 Local authority Essex Inspection number 425362

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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 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 Ralph Bray Headteacher Eileen Thomas Date of previous school inspection 23 September 2008 Telephone number 01245 420963 Fax number 01245 422815 Email address admin@writtle-inf.essex.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

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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School details

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

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