Callis Grange Nursery and Infant School

School report The information contained within this draft report should not be shared or published under any circumstances. Ofsted will consider the sharing of information in any manner a serious breach of confidentiality and will take appropriate action if necessary

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Draft and confidential - Not for disclosure or publication Inspection of Callis Grange Nursery and Infant School Beacon Road, Broadstairs, Kent CT10 3DG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding 20–21 April 2022

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What is it like to attend this school?

Pupils at Callis Grange Nursery and Infant School have a strong sense of what it means to be a good citizen. For example, they take their responsibility for filling up the bird feeder very seriously. Pupils feel safe and enjoy coming to school. Bullying is very rare and managed effectively if it does happen. The school value of respect is clearly understood and modelled by all. There is a positive and friendly buzz in the school and children play well together at break and lunchtimes.

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What is it like to attend this school?

Leaders have high aspirations for all pupils, including those with Special Educational Needs (SEND). Pupils enjoy coming to school and are enthusiastic about their learning. They are polite and friendly and are particularly eager to talk about the books they are reading. Children in the Early Years engage in learning in cheerful and well-resourced classrooms and outside areas.

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What is it like to attend this school?

Most pupils, including those in the Early Years, take part in a range of interesting extracurricular activities. Trips and visits are well planned to enrich pupils’ learning. For example, pupils were excited to tell inspectors about their visit to the local Mosque. Regular visits to forest school have increased pupils’ interest in becoming eco-friendly.

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better?

Leaders have planned an ambitious and broad curriculum so that all pupils, including those with SEND, learn and achieve well. In phonics and mathematics, the curriculum is particularly well sequenced. Teachers check learning regularly so that pupils make strong progress, learning and remembering more. In some subjects, such as geography and music, what pupils need to know and do is not set out clearly enough. As a result, teachers cannot plan further to ensure that pupils’ knowledge is secure in these subjects.

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better?

Senior leaders work hard to ensure that teachers have strong subject knowledge to teach and question pupils well. Teachers in the early years have a good knowledge of the early years curriculum. They plan a range of learning activities to support learning in each development area. Reading is a priority in the school. Pupils learn to read and spell accurately because phonics teaching is highly effective. Leaders have started to invest in a new programme in phonics that aims to build further on the current successful teaching. Pupils with SEND are supported well by adults so that they can access the full curriculum alongside their peers.

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better?

Personal, social and health education lessons are thoughtfully planned to allow pupils to discuss and appreciate diversity. Themed days such as French Day and International Day encourage an understanding of different cultures across the world. Pupils have many opportunities to be active citizens in the school community. For example, as part of the school council or as community club representatives. Most pupils, including those with SEND, explore their interests and enrich their learning 20–21 April 2022

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through clubs, trips and visits. Children in the early years enjoy visits from the local fire brigade and paramedics to develop their understanding of the world.

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Behaviour in the school is exemplary. Pupils want to behave well. They manage their own behaviour so that teachers do not have to. Pupils understand the importance of cooperation and teamwork and try hard to include others. Teachers regularly support pupils to manage their emotions. For example, children in the early years use feeling faces to show adults how they are feeling.

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Governors and the senior leadership team know the pupils and their needs well. The newly appointed headteacher has managed the school effectively through the pandemic and a period of change. She has an accurate understanding of the many things the school does well. Senior leaders and governors have a clear ambition to improve the school further. Staff say that leaders care about their well-being and take actions to ensure that workload is manageable. Parents and staff are eager to offer their full support to the new headteacher, who they believe has the best interests of the school at heart.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that all staff know their responsibilities for safeguarding. Governors hold leaders to account, contributing to a strong culture of safeguarding in the school. Leaders monitor and respond to safeguarding concerns effectively. They work well alongside external agencies to ensure that pupils are kept safe. Pupils know who to speak to if they are worried about themselves or others.

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Safeguarding

Pupils benefit from many opportunities in the curriculum to learn to keep themselves safe. They also know how to keep themselves safe online.

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(Information for the school and appropriate authority)

 The content teachers want pupils to learn, beyond mathematics and reading, is not yet fully matched to the assessment approaches in place. This means that teachers do not explicitly identify what pupils need to know, understand, and do, to meet the demands of the ambitious intended curriculum. Leaders should ensure that assessment approaches are aligned with the taught curriculum, so that teachers can identify where learning is less secure and use this information to inform planning. 20–21 April 2022

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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.

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How can I feed back my views?

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

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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.

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Further information

You can search for published performance information about the school.

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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. 20–21 April 2022

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School details

Inspection number 10228456 Type of school Nursery/Infant

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School details

Website http://www.callis-grange.kent.sch.uk

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School details

Date of previous inspection 3 December 2019, under section 8 of the Education Act 2005

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Information about this school

 The school runs a breakfast club on the school site.  The school uses alternative provision for a very small number of pupils.

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Information about this inspection

The inspector(s) carried out this inspection under section 5 of the Education Act 2005.

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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 leaders and have taken that into account in their evaluation of the school.  During this inspection, inspectors met with the headteacher and members of the senior leadership team. The lead inspector met with members of the governing body, including the chair of the governors, and a representative from the local authority. 20–21 April 2022

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 A member of the inspection team held a telephone conversation with a representative from the alternative provision used by the school.  Inspectors considered the responses to Parent View, Ofsted’s online questionnaire, including the free text comments.  Inspectors considered the responses to Ofsted’s staff and pupil surveys.  Inspectors viewed a range of safeguarding documentation. They spoke with staff to check how well they understood their safeguarding responsibilities. Inspectors checked leaders’ procedures for safer recruitment.  Inspectors observed pupils’ behaviour at playtimes and in lessons. They spoke with pupils to gather their views about behaviour and safeguarding.  Inspectors spoke with a range of staff to explore their views about workload and well-being.  Inspectors carried out deep dives in early reading, mathematics, geography, and music. They met with subject leaders, visited lessons, and spoke with pupils and

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teachers. Inspectors looked at examples of their work. Inspectors also scrutinised curriculum planning across a range of other subject areas. Inspectors listened to pupils read to trusted adults.

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Inspection team

Zoë Harris, lead inspector Her Majesty's Inspector

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Inspection team

Andrea Carter Ofsted Inspector 20–21 April 2022

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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.

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