Reinwood Infant and Nursery School

Inspection of Reinwood Infant and Nursery School Burfitts Road, Oakes, Huddersfield, West Yorkshire HD3 4YL

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

This school was last inspected 15 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

p.1

Overall effectiveness Good

From then until this year, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

p.1

Overall effectiveness Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection. 7 and 8 December 2021

p.1

What is it like to attend this school?

Reinwood Infant and Nursery School is a good school. Leaders have high expectations of what pupils can achieve. The school motto ‘I can’ is shared by all staff and pupils. Leaders have carefully considered the impact of COVID-19 on pupils’ well-being. They have prioritised pupils’ social, emotional and mental health. The learning mentor provides advice for staff and works with pupils to ensure that they get the support they need.

p.2

What is it like to attend this school?

Pupils say they are happy in school. Pupils follow the school rules because they know it makes their school a safer place to be. Relationships between pupils and adults are respectful. All staff deal with behaviour with consistency. As a result, classrooms are calm places where pupils can learn with little disruption. Pupils told inspectors that their school ‘is a lovely school because everyone is kind and respects each other’.

p.2

What is it like to attend this school?

Pupils have a clear understanding of what bullying is. They are certain that it does not happen. This view is supported by leaders’ behaviour records.

p.2

What is it like to attend this school?

Leaders have ensured that pupils benefit from a good selection of clubs and wider opportunities. These are well attended. Leaders continue to enrich the curriculum for pupils. In subjects such as history, visiting speakers have helped teachers to bring the subject alive for pupils. This is helping pupils to remember more about what they are taught. Pupils spoke with enthusiasm about the science they had learned during their forest school lessons.

p.2

better?

Leaders and governors know the school well. Teachers say that leaders help them to manage their workload. Visits help governors to see the impact of the work that leaders are doing. The introduction of a creative curriculum leader means that subject leaders do not work alone in making improvements to their subjects. However, not all leaders have had the opportunity to check the impact of their work.

p.2

better?

Reading remains a high priority for the school. Leaders have provided all staff with the training they need to teach phonics with consistency. Teachers regularly check which sounds pupils have learned. Pupils read books that match the sounds that they know. This builds their confidence and fluency. Leaders have ensured that pupils who struggle to learn their phonics, including those with special educational needs and/or disabilities (SEND), get the help they need to catch up.

p.2

better?

Phonics teaching starts for children in the Nursery. By the time children start in Reception, most have learned the sounds they need. Across the early years, staff are skilled in teaching children phonics as they learn through play. Regular phonics teaching ensures that children learn new sounds quickly. All teachers, in all year 7 and 8 December 2021

p.2

3

groups, read regularly to pupils. This helps them to develop a love of books and reading at an early age. One pupil said, ‘Reading makes your brain smarter.’

p.3

3

The mathematics curriculum that leaders have chosen to use is well sequenced. The order in which units are planned is logical and progressive. However, teachers do not assess pupils’ learning with enough precision. As a result, in some lessons, learning does not build accurately enough on what pupils already know. Pupils report that mathematics is sometimes too easy. They would like it to be more challenging. Children in Reception benefit from regular mathematics teaching. Mathematics areas in classrooms are rich in resources. This encourages children to explore mathematics through play. Teacher-led mathematics groups help pupils to develop a good understanding of subject-specific vocabulary.

p.3

3

In subjects, such as history and computing, pupils benefit from well-planned and engaging curriculums. In history, pupils have developed a clear understanding of changes in the recent past. The computing curriculum is supported by the same resources that leaders have used to provide remote education for pupils. Pupils are familiar with the programmes they use to learn. However, as with mathematics, pupils report that the work can sometimes be too easy. The art curriculum is very new but has had a clear impact in a short space of time. Pupils are given a wide range of opportunities to experiment with different materials and artistic techniques. They have a growing knowledge of different artists and their work.

p.3

3

Leaders are committed to creating a highly inclusive school. Leaders work closely with parents to provide the extra help that pupils need. Support in the classroom is effective. Pupils with SEND enjoy an ambitious and broad curriculum.

p.3

3

Pupils know that it is important to be respectful to everyone. They demonstrate this in the way they treat one another. Pupils understand the fundamental British values, such as tolerance and respect. However, their knowledge of different religions and beliefs is underdeveloped. Pupils lack a clear understanding on wider issues, such as how families can be different.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The necessary checks are carried out to ensure that adults are safe to work with pupils.

p.3

Safeguarding

Regular meetings take place between the leaders of both schools that share the same building. Strong systems of supervision are in place for the many visitors that come to the school building.

p.3

Safeguarding

Leaders with responsibility for safeguarding have the time they need to carry out their role effectively. The systems for recording incidents ensure that patterns of concern are quickly identified. Pupil absences are chased up swiftly. 7 and 8 December 2021

p.3

4

The curriculum promotes pupils’ understanding of online safety. Pupils know what to do to stay safe online.

p.4

(Information for the school and appropriate authority)

 Not all middle leaders have been able to fully monitor the impact of their work due to COVID-19. As a result, the impact of the actions leaders take are not fully known. Leaders, including those with curriculum responsibilities, should now prioritise monitoring activities so that they are clear on the impact their actions are having and so that training can be targeted to staff that most need it.  Assessment, in subjects such as mathematics and computing are not precise enough. This means that some pupils are not always moved on to new learning at the right time. Some pupils say that work is not challenging enough. Leaders should ensure that the assessments they use to capture pupils’ knowledge and understanding are accurate.  Pupils’ understanding of different religions and beliefs is underdeveloped. Pupils do not remember the religions that they have been taught or the different opinions and family structures to which they have been introduced. Leaders

p.4

(Information for the school and appropriate authority)

should ensure that the approach to teaching this aspect of the curriculum is reviewed so that pupils remember what they have been taught.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

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. 7 and 8 December 2021

p.4

School details

Inspection number 10199321 Type of school Infant

p.5

School details

Appropriate authority The governing body

p.5

School details

Headteacher Michelle Symonds (Acting Headteacher)

p.5

School details

Dates of previous inspection 20 and 21 November 2006, under section 5 of the Education Act 2005

p.5

Information about this school

 At the time of the inspection, there was an acting headteacher and acting deputy headteacher in place.  The school does not use alternative provision.  The proportion of pupils who speak English as an additional language is higher than national averages.  The school shares the same building with Reinwood Junior School.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation. 7 and 8 December 2021

p.5

6

 Inspectors met with the acting headteacher, acting deputy headteacher and special educational needs coordinator, curriculum leaders and the early years leader.  Inspectors carried out deep dives in reading, mathematics, art, history and computing. Inspectors met with curriculum leaders, visited lessons, looked at pupils’ books and talked to pupils and teachers. Curriculum leaders and senior leaders were involved in many of the activities with inspectors.  Inspectors listened to pupils read to a familiar adult and visited phonics lessons.  Inspectors met with three governors, including the chair of governors. An inspector also met with the school’s Kirklees Learning Partner.  Inspectors spoke with parents at the start of the school day.  Inspectors checked the schools’ safeguarding documentation and behaviour and attendance information.  Inspectors observed pupils’ behaviour throughout the school day, including during

p.6

6

lesson visits, at breaktimes and lunchtimes.  Inspectors considered the 37 responses that were received through Ofsted’s Parent View questionnaire as well as the 27 free-text responses. They also reviewed the 36 responses that were received through Ofsted’s questionnaire for staff. There were no responses to the pupils’ questionnaire.

p.6

Inspection team

Chris Pearce, lead inspector Her Majesty’s Inspector Marian Thomas Ofsted Inspector Alex Thorp Her Majesty’s Inspector 7 and 8 December 2021

p.6

7

regulates and inspects to 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.7

7

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.7

7

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.7

7

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

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7