Liphook Infant School

Inspection of Liphook Infant School Avenue Close, Liphook, Hampshire GU30 7QE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Inadequate 22 and 23 June 2022

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What is it like to attend this school?

Pure joy sums up Liphook Infants. Pupils are universally happy. There is an atmosphere like no other. Outside, there is a year-round summer feeling. Pupils dance to upbeat music; they play on the ‘beach’; they navigate the trim trails and purpose-built climbing wall; and they race on the running track. There is something for everyone.

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What is it like to attend this school?

At the heart of this school is friendship. Kindness flows through pupils. They make sure nobody feels left out. Bullying is very rare indeed here. Adults look out for all children. They put right any unintentional fallouts. Everywhere pupils go, they feel safe.

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What is it like to attend this school?

Leaders set the bar high. Pupils exceed this bar at every opportunity. They work incredibly hard in lessons. They have a thirst for knowledge. Pupils behave perfectly. Four-year-olds model excellent qualities, while the oldest pupils are standout Liphook ambassadors.

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What is it like to attend this school?

Pupils learn to do right in this world. The federation’s ‘Gingerbread Child’ representation teaches pupils these values. Pupils raise money for numerous charities. Inspirational people come into school to teach pupils about diversity. Pupils aspire to be leaders at a young age, whether that be protecting the planet, young governor, digital leader or well-being champion. Year 2 pupils strive for the young citizens award.

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better?

The executive headteacher leads with integrity. All decisions are based on what is best for children. Leaders develop every teacher to teach the curriculum strongly. Leaders give staff the time to hone their craft with training based on the latest educational research. Because of this, staff thrive and they get the best out of pupils.

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better?

Pupils receive an exceptional education. They often exceed standards expected for their age. It starts with a curriculum that is limitless in ambition. Children are absorbed in learning from their first day at school. Each subject is well thought out. Pupils accumulate more and more knowledge. There is the perfect balance between pupils learning about something and then putting it into practice.

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better?

Teachers are experts. They explain concepts simply and effectively. Pupils fully participate in lessons and have plenty of opportunities to practise what they are taught. For example, choral responses and ‘talk partner’ discussions keep pupils thinking and focused. Teachers astutely pick up if pupils have misunderstood a concept. They go over it again and question carefully to secure pupils’ understanding. 22 and 23 June 2022

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Pupils are immersed in hands-on experiences. In Reception, the outdoor environment is stunning. All activities connect to the planned curriculum. Staff know not to overload children’s memory. When children are initiating their play, staff have clear oversight. They know exactly what children need to master. Adults interject skilfully and promote first-class conversations. Vocabulary is always prioritised. Staff teach children as many words as possible before they leave Reception.

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Children get off to a flying start in reading. Leaders seamlessly moved to a new phonics programme after the last inspection. This has paid off, particularly for the weakest readers. Daily ‘keep up’ sessions happen for pupils who need extra reading practice. Staff are well trained to teach reading proficiently. Pupils read books that closely match the sounds they know.

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Once pupils read accurately, teachers develop their fluency very well. Pupils access a wealth of books. By the time pupils leave Year 2, they read novels independently. Pupils love nothing more than to embark on the school’s stationary double-decker reading bus. Here, their imagination flies as they avidly read their next book.

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Leaders put everything in place to support pupils with special educational needs and/or disabilities (SEND). Identification is swift. It starts before children arrive in Reception. Leaders work in tandem with parents. Teachers are highly proficient in meeting the needs of these pupils. No child misses out on the curriculum. Pupils with SEND attain exceptionally well.

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Pupils’ personal development is on a par with their academic education. They discuss how to make the school safe and accessible for those with disabilities. Pupils speak about having ‘kind hands, kind feet and kind words’. They possess a strong moral compass. They celebrate everyone’s achievements and strive to make a difference. Pupils love building structures and exploring nature in the vast forest school.

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The behaviour of pupils is astounding. From the get-go, Reception children are taught how to behave. They then intrinsically follow the school’s structures and routines. Across the school, pupils waste no time in lessons. They want to learn.

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Governors are a tour de force. Collectively, they bring wisdom and skill. They clearly understand their roles and responsibilities. Governors robustly challenge leaders. They talk to pupils, staff and parents to test out the impact of leaders’ actions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have sought support and brought about seismic changes in safeguarding processes since the last inspection. Stringent measures keep children safe. The culture is impressive. Everyone understands what to do. There is no waiting around to report concerns. Leaders act fast in making decisions. Their record keeping is 22 and 23 June 2022

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thorough and precise. Leaders follow up every action. They always act in the child’s best interests. Leaders keep staff updated with timely safeguarding messages. Governors assiduously oversee procedures. They audit effectively.

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Pupils learn how to keep themselves safe. They are knowledgeable from a young age about online and general safety. They know they can call upon an adult anytime.

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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. 22 and 23 June 2022

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School details

Inspection number 10232785 Type of school Infant

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School details

Appropriate authority The governing body

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School details

Headteacher Michele Frost (executive headteacher) Greg Braham (headteacher) Website www.liphookfederation.co.uk

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School details

Date of previous inspection 8 and 9 December 2021, under section 5 of the Education Act 2005

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Information about this school

 The school is federated with the junior school on the same site. The executive headteacher leads both schools.  The school does not currently use any alternative provision.

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Information about this inspection

The inspectors carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

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Information about this inspection

In accordance with section 13(5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 22 and 23 June 2022

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 Inspectors met with the executive headteacher and other senior leaders, staff and pupils. The lead inspector met with representatives of the governing body, including the chair. He held a telephone conversation with a school improvement officer from the local authority  The inspection team carried out deep dives into these subjects: early reading, mathematics, science and art. To do this, they met with subject leaders, looked at curriculum plans, had discussions with staff and pupils, visited lessons and looked at pupils’ work. Inspectors also sampled planning and pupils’ work from geography and history.  Pupils across the school were observed reading to a familiar adult by the lead inspector.  To evaluate the effectiveness of safeguarding, inspectors spoke with staff and pupils. The lead inspector met with the designated safeguarding leads to examine records and actions. This included sampling a range of safeguarding

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documentation. A team inspector reviewed checks on the safer recruitment of adults.  Inspectors talked to pupils from different year groups about their learning and experiences at school.  The views of staff, pupils and parents were gathered onsite.  The inspection team scrutinised a range of documentation provided by the school. This included leaders’ school improvement plan, the local authority’s statement of action and external monitoring reports, leaders’ self-evaluation, policies, curriculum documents and minutes of governors’ meetings.

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Inspection team

James Broadbridge, lead inspector Her Majesty’s Inspector

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Inspection team

Catherine Hylands Ofsted Inspector 22 and 23 June 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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