Hunstanton Infant School

Hunstanton Infant School Inspection report

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Unique Reference Number 120879 Local Authority Norfolk Inspection number 358865 Inspection dates 9–10 June 2011 Reporting inspector Vivienne McTiffen

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Infant School category Community Age range of pupils 4–7 Gender of pupils Mixed Number of pupils on the school roll 76 Appropriate authority The governing body Chair Rosalie Monbiot Headteacher Nigel Harvey (Executive) Date of previous school inspection 25 February 2008 School address James Street Hunstanton PE36 5HE Telephone number 01485 532660 Fax number 01485 535418 Email address office@hunstanton.norfolk.sch.uk

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Age group 4–7 Inspection dates 9–10 June 2011 Inspection number 358865

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childcare provision

Age group 4–7 Inspection dates 9–10 June 2011 Inspection number 358865 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.

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childcare provision

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 .

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childcare provision

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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA 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 two additional inspectors. Six lessons and one assembly were observed. All three teachers were seen twice. Inspectors spoke with pupils, and parents and carers, and meetings were held with staff, a group of pupils, and school leaders, including a member of the governing body. Inspectors observed the school's work, and looked at information on pupils' progress, school development planning, lesson planning, safeguarding documentation and samples of pupils' work. In addition, 41 parental questionnaires were analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Are all pupils, including the most able, making the progress of which they are capable?  Is the quality of teaching and use of assessment consistently good enough to raise attainment in reading, writing and mathematics?  To what extent are pupils encouraged to be independent and develop their

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Introduction

understanding of belonging to a multi-cultural society and wider world beyond the immediate community?  How effectively do all managers and leaders identify and address key areas for improvement, including promoting good attendance?

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Information about the school

This is a smaller than average sized infant school. The majority of pupils are of White British background. The proportion of pupils known to be eligible for free school meals is below the national average as is the proportion of those with special educational needs and/or disabilities. These proportions fluctuate during the school year as pupils join and leave at various times due to family circumstances. There are very few pupils from minority ethnic groups or who speak English as an additional language. The school has undergone significant recent changes in leadership. The headteacher has been in post since January 2010 and is also headteacher of the local junior school.

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

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school where pupils achieve well and enjoy their learning. The school excels at meeting individual needs, especially for those who find learning difficult and those with particular gifts and talents. Parents and carers are very supportive and value the level of care, especially transition arrangements for pupils at the end of Year 2. One comments, 'This school has fantastic continuity, helping the children to change year group and school successfully and smoothly.' There are very positive relationships with parents and carers and good daily lines of communication. The school uses a variety of ways to keep in touch with parents and carers and seek their views. A good start has been made in involving them in their children's learning. They speak highly of the 'Reading Cafe', to promote the value of reading. The school is at an early stage of devising sufficiently varied ways of involving parents and carers in their children's learning and showing them how it relates to

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Main findings

good attendance and punctuality. The welcoming ethos of the school community helps pupils to feel they belong. Spiritual, moral and social development is good. Pupils enjoy new activities and talk eagerly about their learning. They get on well together and value their friendships. Behaviour is good. They recognise the reasons for school rules and are keen to take on responsibilities to help their teachers and each other. Members of the school council are proud to take decisions to better the school. Cultural understanding is less well developed. Although a range of trips and visitors help pupils form a view of their own heritage, their understanding of those from different backgrounds and faiths beyond their own school is limited. This is because links, although strong with the local community, are less well established with those further afield. Pupils make good progress to reach average attainment in reading, writing and

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Main findings

mathematics. The staff have made significant improvements in checking and quickly addressing underperformance as a result of the school's recent focus on tracking how well all pupils are doing. There is clear evidence that attainment is rising, especially in mathematics where pupils do not do as well as in reading and writing. Pupils are strengthening their skills in number work, although chances for problem solving and investigative work are less frequent. New initiatives such as guided reading are taking effect. Staff keenly promote a love of stories, motivating pupils to write but, in topic work, there is sometimes an over-reliance on worksheets and fewer opportunities to write at length. Good teaching motivates pupils to learn and do their best. Good relationships build pupils' confidence, encouraging them to succeed. Teaching assistants promote learning well and assess progress made in lessons. In some cases, pupils rely too much on adults because

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Main findings

they are not given enough chance to try out their skills independently. Teachers increasingly use assessment information to plan for the next stage of learning to address

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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 school's drive for improvement; this is not always used accurately enough to ensure work is consistently well matched to the full range of abilities, especially for more-able pupils. Targets help pupils to understand what they should do to improve and judge how well they are doing. Sometimes, there are lost opportunities for them to evaluate their learning for themselves, especially at the end of lessons. There is good communication between staff in this small school but the headteacher recognises the importance of developing monitoring roles for all leaders and is moving to address this issue. The governing body is committed to supporting the school and plays a strong part in determining direction, but sees its systematic evaluation as an area for development. Previous good work of the school has been sustained and prior successes built upon. Areas for improvement identified by the previous inspection have been

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

addressed. For example, thorough development planning clearly shows how the school will raise attainment. In the light of this and recent improvements, especially those made in tracking pupils' progress, indications are that the school has good capacity to improve.

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What does the school need to do to improve further?

 Raise attainment in English and mathematics by: ensuring teachers consistently match work to ability, especially for more-able pupils, by accurate use of assessment information extending opportunities for problem solving and investigative work in mathematics and more extensive writing in topic work allowing pupils to evaluate their own learning and consolidate their skills independently.  Strengthen leadership and management by: involving parents and carers more fully in their children's learning and helping them to understand the effect of poor attendance and punctuality developing the monitoring role of subject leaders and the governing body to evaluate learning and the work of the school more effectively forging links beyond the immediate community to extend pupils' understanding of belonging to a wider world and multicultural society.

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Outcomes for individuals and groups of pupils 2

For many children in the Reception class, skills when they start school are well below that expected for their age, especially in reading, writing and some aspects of mathematics and personal development. As they move through the school, they make good progress to reach average attainment by the end of Year 2. The school monitors the progress of specific groups of pupils, including those known to be eligible for free school meals and those who join the school at times other than in the Reception class. These pupils make good progress in line with their peers. This is because the school's understanding of specific needs leads to a good level of support, often competently provided by teaching assistants who quickly establish positive relationships. Recently sharpened focus on the progress made by those with special educational needs and/or disabilities has led to extra provision for these pupils, well matched to their needs, resulting in good progress.

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

Please turn to the glossary for a description of the grades and inspection terms

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

Pupils enjoy finding out for themselves. During the inspection, this was seen to good effect when they worked on missing numbers. The teacher's encouragement inspired them to set their own level of challenge which they did with enthusiasm. Pupils were able to independently recognise patterns and explore bigger numbers resulting in an enthusiastic 'buzz' of activity. They were keen to explain their working and showed pride in their achievements. Pupils have a good understanding of how to stay safe and feel secure in school, a view supported by the majority of parents and carers. Pupils know about a balanced diet and explain how to keep healthy. Take-up of sports activities is high. Pupils express enjoyment of the 'Trim Trail' and know that exercise is an important factor in keeping healthy. They take part in fund-raising for local charities and are involved in local events with other schools and at the church. Visits to local businesses and from

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

the mayor help them to understand the wider community. Pupils' basic skills and well developed personal qualities equip them well for the 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 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

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

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How effective is the provision?

Teaching is good. Teachers build well upon pupils' own experiences. For example, when learning about ways to write sub-headings, they were finding out about babies and toddlers. Many were able to relate what they knew about their own brothers and sisters and tell this to the class. In this lesson, the teacher used the end session well for pupils to share their work and think about other ways to present it. In lessons, technology is used

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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 to reinforce learning. For example, in a mathematics lesson, a group of pupils used laptops to record their findings from random dice throwing to create bar graphs. They were well supported by a teaching assistant who allowed them to enter the data independently and print it out. The interesting curriculum links subjects together in topics, and helps pupils to make sense of their learning. The topic 'Fire' led to learning about the Great Fire of London and being inspired by the writings of Samuel Pepys. In art, pupils produce work in the style of other artists or from other countries when learning about Australia. A good range of clubs and sports activities develop skills and talents. Those identified with specific talents, for example in mathematics or art, are given the chance to develop their flair. Good partnerships, including with the junior school, provide opportunities and facilities which

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

the school alone could not provide, especially in sport and music. External agencies are used well, especially for those pupils whose circumstances make them vulnerable. Newcomers are welcomed and quickly become part of the school community. There is a clear focus on encouraging good attendance, although current strategies are insufficiently stringent to raise attendance above average. A small number of persistently late pupils affect the overall attendance figures.

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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 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher recognises the need for continued improvement and sets realistic but challenging targets. After a period of leadership instability, the head teacher has quickly identified areas for development and successfully communicated this to all staff. There is a common approach to new initiatives and staff work well together with a shared purpose; they are actively involved in identifying priorities. Expertise is utilised well; teachers share their experience and responsibilities across the infant and junior schools, with positive effect on pupils' learning and well-being. The governing body makes a strong contribution to the school's caring ethos and staff development. Governors show commitment in building relationships with staff and parents and carers and understand the challenges facing the school. They have maintained a determination to move the school forward during a period of staff changes. The school promotes equality of opportunity and tackles

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How effective are leadership and management?

discrimination well. It closely monitors the progress of all groups of pupils, for example those with special educational needs and/or disabilities, so that gaps in performance are closing. The school has clear systems and procedures to ensure the welfare and safeguarding of pupils, in line with government requirements. Strategies for the promotion of community cohesion are satisfactory. While there are strong links locally, the school is

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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

at an early stage of devising ways to reach out to other communities beyond the immediate locality.

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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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2

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

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Early Years Foundation Stage

In the Reception class, children make good progress towards the expected goals by the time they are five although, for some, abilities remain below those expected for their age. Reception and Year 1 teachers work well together to modify the Year 1 curriculum and accommodate individual needs. Children are happy. They confidently choose resources and decide for themselves what they will do. They get on well together and behaviour is good. Staff skilfully provide interesting activities to promote learning. For example, during the inspection, children made good gains in understanding directional language by using computers to move a boat from one island to another. On the same theme, some were busily writing 'messages' to put into bottles while others creatively designed islands. There is a good balance between activities led by adults and those children choose for themselves, both indoors and out. Children respond well to the strong focus on literacy

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Early Years Foundation Stage

and personal skills and make good gains in these areas. Planning covers all areas of learning but fails to link these clearly to each other, especially when planning for activities outside and to meet children's interests and abilities. Good systems exist to ensure children's welfare and help them to understand how to stay safe and healthy. The Learning Journeys provide a valuable collection of work done by children but are not easily organised for staff to quickly identify gaps in coverage or to help parents and carers to understand their children's learning. The Reception class teacher has successfully developed links with a number of pre-school settings leading to good induction arrangements for children starting school which are valued by parents and carers.

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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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The vast majority of questionnaires returned from parents and carers are positive. All agree that children enjoy school and are kept safe. All parents and carers who returned questionnaires feel teaching is good and the school is led and managed effectively. Most agree the school helps them to support their children's learning. This is an area identified by inspectors as one for further development. The very positive response from parents and carers is typified in this comment, 'A wonderful school with a lovely caring ethos. The children enjoy school; have a well-balanced access to the curriculum and a wide range of activities to aid their learning. We love this school.'

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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 Hunstanton 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 41 completed questionnaires by the end of the on-site inspection. In total, there are 76 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 33 80 8 20 0 0 0 0 The school keeps my child safe 31 76 10 24 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 24 59 17 41 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 25 61 15 37 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 29 71 11 27 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 25 61 14 34 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 24 59 16 39 0 0 0 0

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Total % Total % Total % Total %

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) 22 54 16 39 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 20 49 21 51 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 19 46 16 39 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 20 49 18 44 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 32 78 9 22 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 30 73 11 27 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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

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 31 December 2010 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.

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Common terminology used by inspectors

 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 Hunstanton Infant School, Hunstanton, PE36 5HE

Thank you for the very warm welcome you gave us when we visited your school recently. We enjoyed visiting your lessons and talking to you about the things you enjoy doing. You attend a good school. You reach the levels expected for your age in reading, writing and mathematics. You say you really enjoy learning because of the interesting activities your teachers provide for you. Everyone at the school takes good care of you and helps you to see how special you all are. Your school is particularly good at helping those of you who find learning difficult or those of you with special talents. We have asked your headteacher and his staff to make the following improvements:  help you to do even better in English and mathematics by making sure teachers match work to your abilities, especially for those of you who are more able  make sure you do problem solving and investigative work in mathematics and more

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Inspection of Hunstanton Infant School, Hunstanton, PE36 5HE

writing in your topic work  let you judge for yourselves how well you are learning in lessons and have a go at doing things without any adult help  help your parents and carers to understand your learning and the importance of good attendance and punctuality  make sure those in charge monitor how well you and the school are doing  strengthen links beyond your local community to help you understand people from different faiths and backgrounds and belonging to a wider world. All of you can help the school to achieve these things by continuing to enjoy your learning and trying your best to always come to school on time.

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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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