The Wickford Infant School

The Wickford Infant School Irvon Hill Road, Wickford, Essex SS12 0AQ

p.1

Effectiveness of leadership and management Good

p.1

Quality of teaching, learning and assessment Good

p.1

Personal development, behaviour and welfare Good

p.1

Overall effectiveness at previous inspection Requires improvement

p.1

Summary of key findings for parents and pupils

 The Wickford Infant School has improved significantly since the previous inspection.  Teaching and learning and outcomes for pupils continue to develop at a good pace because of the determination of staff and governors.  Governors responded very positively to the local authority’s review of their work. They are now much more efficient and effective.  Pupils’ outcomes are much improved since the previous inspection. In particular, reading, which was a weakness, is now a strength.  Provision for disadvantaged pupils is led and managed very effectively so these pupils thrive.  Pupils who have special educational needs and/or disabilities do as well as other pupils because extra help is tailored precisely to their needs.  The most able pupils, including the most able disadvantaged pupils, do well because they tackle work closely matched to their abilities.  Teaching is good overall. Lessons are interesting and engage pupils.

p.1

Summary of key findings for parents and pupils

 Occasionally the teaching of mathematics leaves pupils with misconceptions, or teachers move them on to harder work before they are ready.  Staff teach pupils effectively about equality and diversity, so all are accepted for who they are.  Staff believe that pupils’ well-being is a prerequisite of academic success. Occasions such as ‘rainbow day’ successfully focus on building self-esteem.  Pupils’ positive attitudes to learning play a significantly part in their good progress. One pupil, typical of most, said ‘We don’t give up when we are stuck.’  Pupils’ good behaviour is built on positive relationships with staff. Pupils understand and follow the school’s ‘core values’ such as developing respect and resilience.  Parents agree that their children feel safe and well cared for in school.  Pupils attend well. They enjoy learning and want to come to school.  From the day they join the early years, children’s thirst for learning is evident. They

p.1

Summary of key findings for parents and pupils

arrive each day keen and eager to see what new learning awaits them. As a result, they make good progress and are well prepared for Year 1.  School leaders clearly understand the school’s strengths and areas for improvement, and plan the right changes. In mathematics, however, leaders do not sufficiently check and measure the impact of the changes they make, or change them if impact is minimal.

p.1

What does the school need to do to improve further?

 Further improve the quality of teaching, learning and assessment and raise standards in mathematics by: – ensuring that pupils’ misconceptions in mathematics are identified, and corrected – checking that pupils thoroughly understand the concept being taught before they move on to harder work – more regularly checking the quality of teaching and pupils’ progress in mathematics – measuring the impact of any changes made and, if necessary, making further changes to secure improved outcomes for pupils.

p.2

Effectiveness of leadership and management Good

 School leaders, including governors, and staff foster a positive ‘can-do’ approach. As a result, the school culture is strongly focused on everyone doing their best. Pupils’ behaviour for learning is much improved since the previous inspection, so classrooms are a hive of purposeful activity. For example, one of the more able pupils said, ‘My teacher gives me hard work, I like that it gets my brain working more.’ Staff promote the school’s aim to be ‘a place to learn, have fun and make friends’.  School leaders’ clear understanding of the school’s strengths and areas to improve ensures that decisions about what needs altering are focused closely on the areas of the school’s work which need to change. In many aspects of the school, such as provision for disadvantaged pupils, and subjects, such as English, rigorous monitoring ensures that changes are implemented effectively. In mathematics, the impact of

p.3

Effectiveness of leadership and management Good

monitoring can be more limited because leaders do not sufficiently check staff have understood and implemented the strategies needed to bring about rapid improvement.  School leaders’ careful analysis of information about pupils’ needs is used to identify, and then attempt to eradicate, barriers to learning. For example, staff check which pupils, including those who are disadvantaged, have limited access to the internet out of school. These pupils start each day with extra computer time for learning, such as helping them catch up on homework assignments.  Subject leaders’ understanding of their role and impact on teaching and learning is generally good. The English leader, for example, clearly understands the strengths which must be maintained and the areas that need to be improved. Regular checks are made to ensure that staff have understood what has been asked of them. Since the previous inspection, this has led to significant improvements in reading, which is now a

p.3

Effectiveness of leadership and management Good

strength of the school. This effective leadership is true for most, but not all, subjects.  Staff morale is good. Most agree that the school has improved since it was last inspected, and say that they share a clear understanding of the goals the school aims to achieve.  Leaders quickly spot potential and develop staff. Several teaching assistants have been encouraged and enabled to pursue a career in teaching.  The curriculum includes many opportunities for pupils to figure things out for themselves, often through involvement in practical activities. Most topics include stimulating opening activities to ‘hook’ pupils into learning and activities to rouse their curiosity. For example, a theatre company introduced a study of London’s ‘Great Fire’ to Year 2 pupils. Pupils say learning is interesting and fun.  Pupils’ spiritual, moral, social and cultural development is good. Pupils follow the school’s core values closely in their everyday life at school.

p.3

Effectiveness of leadership and management Good

 Pupils’ understanding of British values is good. They are given many opportunities to understand ‘democracy’, for example when they decide as a class how to spend their profit from ‘enterprise day’. Equality and diversity are strong themes running through school life so all pupils are well prepared for life in modern Britain.  Provision for pupils who have special educational needs and/or disabilities is effective. Every pupil is known individually and offered help that is closely matched to their needs. Well-trained teaching assistants enable these pupils to succeed. Those pupils struggling to manage their behaviour are helped to make the right choices for themselves.  Leaders’ excellent monitoring of the use of pupil premium funding ensures that it is used very effectively. This is a significant improvement since the previous inspection. Gaps in pupils’ knowledge and skills are identified, and extra help precisely matched to

p.3

Effectiveness of leadership and management Good

them. The subsequent improvement is checked regularly, and if strategies are found to be ineffective they are changed.  Additional primary school sports funding is used well. Pupils enjoy a wider range of activities and staff benefit from extra training. Older pupils know that physical activity is part of a healthy lifestyle.  Good and growing links with the nearby junior school benefit pupils and staff. For example, pupils’ transition is smoother because both schools now teach the same handwriting style. Good links with other local schools are also useful. Staff particularly value sharing ideas with others.  Immediately after the previous inspection the school received good support from the local authority. Governors say the improvement board helped significantly, by identifying what needed doing and ensuring that actions were followed through.  Parents’ positive view of the school is based on the strong relationships between staff

p.4

Effectiveness of leadership and management Good

and parents and their children. Parents say they like opportunities, such as in science, to work alongside their children and see how they learn. Four in every five parents responding to Parent View, Ofsted’s online survey, would recommend the school to other parents.

p.4

Governance of the school

 Governance is effective.  Governors responded very positively to the local authority’s review. They became more efficient. This is because committees took on more responsibility. They doubled the number of full governing body meetings in order to keep agendas shorter and action important items more quickly.  Good use is made of each individual member’s skills and expertise. For example, accountancy and human resource expertise is used effectively.  Governors use the school’s information about pupils’ progress effectively to gain a clear view about how well pupils learn. Information is compared with that from other sources, such as their own regular monitoring, to check that it matches and to question leaders if it does not.  At the time of the previous inspection, governors were not clear if their spending decisions were having a positive impact on outcomes for pupils. Spending decisions are now firmly based on improving achievement for pupils. Governors check that additional

p.4

Governance of the school

funding, such as pupil premium, is used effectively. This is a significant improvement.  Governors oversee the performance of staff, including the headteacher, to check that targets have been met.  Governors also have a clear eye on the longer term, and how to achieve the best for pupils. They are working more closely with the junior school, to share expertise and good ideas.

p.4

Safeguarding

 The arrangements for safeguarding are effective. Vigilance for the safeguarding of pupils is embedded in the culture of the school so all staff are fully aware of their responsibilities, and what to look out for. Regular training and updates, for staff and governors, means that awareness levels never drop.  All aspects of safeguarding, including the ‘Prevent’ duty, are included in training. This training equips staff with the up-to-date knowledge they need to detect pupils who are potentially vulnerable so that action to intervene can be taken quickly.  Documentation is comprehensive. Checks on the suitability of staff, governors, regular volunteers and contractors are thorough.  Staff say that they are confident in raising any concerns with the designated lead for safeguarding. The school’s effective systems carefully record and note concerns.  Relationships with outside agencies are good. School staff have a range of expertise

p.5

Safeguarding

they can call on when seeking help to support pupils and vulnerable families.

p.5

Quality of teaching, learning and assessment Good

 The quality of teaching has improved since the previous inspection. Recommendations from the previous inspection have largely been addressed. Pupils, particularly the most able, receive many more opportunities to sharpen their skills. Pupils are more enthusiastic about learning because tasks are much more closely matched to their abilities, so they learn well. Teachers’ feedback to pupils is largely helpful, particularly in how to improve their work.  Classes run smoothly because staff and pupils enjoy positive relationships. Pupils want to learn, and to please staff. As a result, pupils behave well.  Pupils’ learning benefits from good-quality resources and well-organised classroom displays. Pupils routinely refer to information such as prompts on display to support their learning, particularly in reading, writing and mathematics.  Staff deploy the well-trained teaching assistants effectively. As a result, they contribute

p.5

Quality of teaching, learning and assessment Good

greatly to pupils’ learning, particularly the learning of those who need to catch up, those who have special educational needs and/or disabilities, and those who are disadvantaged.  Staff increasingly promote speaking and listening skills well. For example, staff encourage pupils to answer questions in full and complete sentences.  Basic reading skills are taught well. Reading is given high priority. It is much improved since the previous inspection.  The teaching of writing is effective. The wide variety of reading material provided for pupils promotes pupils’ use of different styles in their own writing. The leaders recognised that more needed to be done to improve the teaching of basic skills such as comprehension, handwriting, punctuation and spelling. Their changes, for example making them a more regular feature of lessons, have been implemented successfully.  The teaching of mathematics is more variable in quality. Most teachers, both during

p.5

Quality of teaching, learning and assessment Good

lessons and when they check pupils’ written work afterwards, ensure pupils understand the concepts that are being taught. However, a small number of teachers fail to spot pupils’ misconceptions. As a result, their pupils can be left with the wrong idea. Furthermore, teachers sometimes move pupils on to harder work before they have thoroughly understood the basics of what is being taught, so pupils can become confused.  Homework is effective. It is used for a variety of useful purposes. Some activities practise and consolidate learning in school. Others, some of which are provided online, give pupils opportunities to challenge themselves and become engrossed in learning that they enjoy.  Parents say that opportunities to discuss their children’s learning are beneficial. They particularly like the fact that teachers spell out precisely what their children need to do to improve, so they can support their children out of school.

p.6

Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good. The vast majority of parents responding to Parent View agree their children are happy at school.  Staff know pupils very well. They know what makes pupils ‘tick’, and what causes them concern and becomes a barrier to their learning. Disadvantaged pupils were asked for their perceptions of themselves as learners. Their parents’ views were sought, too. Staff used this information when planning extra help.  The most able pupils contribute greatly to their own learning, and do well. For example, staff identified the most able readers and provided extra lessons for them. As a result, they advanced quickly. The pupils then took the initiative. With staff support they organised their own reading group, and began to teach the pleasure of reading to those younger than themselves.  Pupils’ very positive attitudes to learning are beneficial. Pupils enjoy learning. Many say

p.6

Personal development and welfare

science is a favourite, and they enjoy working together.  Pupils’ preparation for their future life is good. They have a good understanding of the rudiments of commerce from ‘enterprise day’. They cooperate and carefully plan how to use the profit from items they design, make and sell.  Pupils willingly accept responsibility. They appreciate having a say in their school and like that their views are listened to.  Pupils understand how to stay safe when using the internet because lessons in this subject start with a reminder. Lessons are reinforced by e-safety events for pupils and their parents. As a result, pupils know, for example, not to pass on personal information.

p.6

Behaviour

 The behaviour of pupils is good. Behaviour in lessons is better than when the school was last inspected. This is largely because lessons are more interesting now, and because pupils closely follow the school’s values.  Nearly all parents responding to Parent View agree that the school makes sure its pupils are well behaved. A similar proportion agreed that the school deals effectively with bullying.  Pupils know the rules and usually stick to them. They respond very positively to reward ‘points’. Pupils say school rules are applied consistently, and misbehaviour is corrected.  The vast majority of pupils work and play together harmoniously. Pupils mix well. The school grounds provide many opportunities for cooperative play, which encourages pupils’ good behaviour. At playtime, for example, pupils from all age groups organise games that others are welcome to join.  The few pupils struggling to manage their own behaviour, or cope with school life,

p.7

Behaviour

receive extra help and support. This is generally effective, so they quickly return to learning.  Pupils say they feel safe in school. They say bullying is rare and that there are adults in school they can turn to if anything worries them. They are confident that something would be done.  Attendance is above the national average for primary schools. Persistent absence levels are low. The school works closely with outside agencies.  Breakfast club is a good incentive for the very small proportion of pupils regularly absent or late to school. This is because pupils like breakfast club and enjoy one another’s company. They benefit from the good range of activities and healthy snacks.

p.7

Outcomes for pupils Good

 Pupils’ achievement has improved since the previous inspection. In particular, achievement in reading is now much improved and a strength.  The school’s checks on progress, and the quality of work seen by inspectors in pupils’ books from this year and last, show that the vast majority of pupils now make good or better progress.  Results of the Year 1 phonics screening have been consistently high since the previous inspection. School checks and inspection evidence suggest that pupils’ results are on track to be similarly high again in 2017 if they maintain the current good rate of progress.  Attainment in reading, writing and mathematics is good overall. Reading is particularly strong, and pupils’ writing is lively and interesting. While progress in mathematics is good overall, it is not yet as strong as that in reading. This is because some teachers do not correct pupils’ misconceptions quickly enough, or sometimes move pupils on to

p.7

Outcomes for pupils Good

harder work before they are ready.  Pupils who have special educational needs and/or disabilities make good progress from their starting points. Their needs are accurately identified, and subsequently addressed.  The disadvantaged pupils currently in school make very good progress. This is partly because these pupils, including those who are most able, each have extra help tailored to their needs. For example, extra teaching before school includes groups who are most able and need extra challenge, and those who are struggling and need to catch up. As a result, all groups do well.  The most able pupils make good progress because the tasks they are given start from what they already know and encourage them to tackle topics more deeply, to ensure that they understand fully. In the recent past, the curriculum has been more effectively focused on giving these pupils opportunities to solve problems by thinking them

p.7

Outcomes for pupils Good

through, often applying what they already know to the new problem. As a result, a higher proportion of pupils are working at greater depth than last year.  The school is fully inclusive so the small proportion of pupils from minority ethnic groups thrive and make good progress.  The proportion of boys and girls can be different in some classes. Teachers make sure the lesson content, and the way they enthuse pupils to draw them into the learning, engages both sexes equally well.  Staff successfully meet the aim to make the school a place of learning and fun. Classwork is enhanced by the many and varied stimulating opportunities to explore and use pupils’ prior learning to solve new problems. Pupils and their parents say that subjects such as science are brought to life. Pupils are often seen using the school and its grounds to learn first-hand.  In their good outcomes and strong personal development, pupils are well prepared for

p.8

Early years provision Good

 Children make good progress in the Reception classes. From starting points that are generally typical of those usually expected for four-year-olds, the majority reach a good level of development by the end of the year. As a result, children are ready for Year 1.  The vast majority of children quickly learn the school’s values and behave well. The few that struggle initially generally respond well to staff’s consistent approach.  Children settle quickly in the morning so each day gets off to a good start. They understand the structure of the day, know what to expect, and what is expected of them. They know that certain activities are ones they must do, while there are others they can choose for themselves.  Learning in the early years is good. Children are keen and eager to soak up knowledge. They listen to adults and try hard. In daily phonics sessions, for example, they listen and repeat the sounds they are taught. They learn with children of similar ability. When

p.8

Early years provision Good

appropriate, the most able children work with Year 1 pupils. All groups of children, including disadvantaged children, and those who have special educational needs and/or disabilities, do well because additional funding is used effectively.  When choosing their own learning, children’s thirst for learning is unabated. Inquisitive and keen to learn, they settle quickly and sustain concentration. Adults know when to intervene and show children how to do new things, and when to step back and see if the children can figure it out for themselves.  Children work and play together well. They take turns and cooperate well. For example, if all the tricycles are in use, children will wait for the timer to show it is their turn. When the timer goes off, those using the tricycles willingly pass them on, knowing they have had their turn, and this is fair.  A full range of activities is offered inside and out. The outdoor area particularly offers

p.8

Early years provision Good

children an abundance of opportunities to discover and play.  Staff ensure that children are safe. Staff emphasise any safety aspects before each activity. Children respond positively.  The provision is well managed. Staff know the systems and procedures, and what is expected of them. All contribute well to children’s learning.  Parents say that the arrangements for their children’s transition to school are good. Class visits give both children and parents a clear insight into what to expect when children start school. The home visits give parents the opportunity to talk about their children so they feel confident that staff know and understand their needs and how to get the best out of them.  Parents say they like the opportunity to contribute ‘wow moments’ from home to their children’s record of achievements. They appreciate opportunities to find out about the school’s approach, for example to teaching early reading skills, so they can follow it at

p.9

School details

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

p.10

School details

Appropriate authority The governing body

p.10

School details

Website www.wickford-infants.iscoming.co.uk/

p.10

School details

Email address admin@wickford-inf.essex.sch.uk

p.10

School details

Date of previous inspection 27–28 November 2014

p.10

Information about this school

 The school meets requirements on the publication of specified information on its website.  The school is smaller than the average primary school.  There are two classes in each year group.  The majority of pupils are from White British backgrounds.  The proportion of pupils supported by pupil premium funding is below average.  The overall proportion of pupils who receive support for their special educational needs and/or disabilities is below average.  The infant and junior schools jointly operate a breakfast club five days a week.  An independent pre-school is located on the school site. It is inspected separately.

p.10

Information about this inspection

 The inspectors visited all classrooms. Some visits were conducted jointly with the headteacher. In addition, the inspectors observed small groups of pupils being taught.  Inspectors also looked at work in pupils’ books and listened to pupils read. They met with pupils to discuss their experiences at school.  Pupils were observed taking part in other activities and as they moved around the school.  Meetings were held with the headteacher, other leaders, teachers, other staff and governors. Inspectors also met with a representative of the local authority.  The views of 28 parents who responded to the online questionnaire, Parent View, were taken into account. The inspectors also held informal discussions with parents. The inspectors considered the views of 16 members of staff who responded to their survey.  A range of school documents and information was considered. This included the school’s development plan, checks on the quality of teaching, curriculum plans,

p.11

Information about this inspection

minutes of meetings of the governing body, and pupils’ behaviour and attendance records. Arrangements for and records of safeguarding procedures were also scrutinised.

p.11

Inspection team

Robert Greatrex, lead inspector Ofsted Inspector

p.11

Inspection team

Mark Neild Ofsted Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.11

Inspection team

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings .

p.12

Inspection team

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.

p.12

Inspection team

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.gov.uk/government/organisations/ofsted .

p.12

Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.12

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.12

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.12

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.12

Inspection team

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

p.12