Inglewood Infant School

Inspection of Inglewood Infant School School Road, Harraby, Carlisle, Cumbria CA1 3LX

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Inspection dates: 17 and 18 January 2023

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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 Requires improvement 17 and 18 January 2023

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What is it like to attend this school?

Pupils are happy, safe and secure in school. There is always a warm welcome from staff at the start of the day. Children in the Nursery class cannot wait to find their favourite toys to play with each day. Older pupils enjoy playing with friends in the spacious grounds at break times. Pupils new to the school soon feel at home here.

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What is it like to attend this school?

Leaders’ expectations for pupils’ achievement are high. Pupils work hard and try their best. They know that they can ask for help if they do not understand something. Pupils are proud of their work. They achieve well, including those with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils behave well, given their age and stage of development. They understand and follow the simple rules and routines. For example, two-year-olds walk calmly and sensibly from their classroom all the way to the dining hall at lunchtime. Corridors and classrooms are typically calm and orderly places.

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What is it like to attend this school?

There are plenty of trips, visits and activities beyond the academic curriculum. For example, pupils learn more about their city when they visit the local castle. Pupils raise funds for charitable causes. They learn about democracy at first hand when they vote for members of the school council. These activities support pupils’ wider development.

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better?

Since the last inspection, leaders have made a number of improvements to the quality of education that pupils receive. They have designed a broad, ambitious and exciting curriculum for all pupils. Leaders have thought carefully about the most important knowledge that they want pupils to learn by the time that they leave for the junior school. Their well-designed curriculum ensures that in most subjects, pupils build up this knowledge step by step, in a logical order, from the early years to Year 2. This helps pupils to learn well in these subjects, including pupils with SEND.

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better?

In a small number of subjects, leaders’ work to improve the curriculum is at an earlier stage. They have not identified some of the smaller steps of learning that pupils need to build up from the early years to the end of Year 2. This makes it more difficult for teachers to include everything that pupils need to know in these subjects, in order to build their knowledge securely.

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better?

In lessons, teachers check to make sure that pupils have understood their learning. They provide appropriate help for those who need it. Leaders and staff make effective use of assessment information. For example, they make any necessary adjustments to teaching so that pupils continue to learn successfully. 17 and 18 January 2023

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Pupils understand teachers’ high expectations for their behaviour in class. Pupils listen carefully and try not to disturb others by chatting too much. This helps everyone to get on with their learning.

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Children in the early years develop strong language and communication skills. Staff know how to speak sensitively and clearly to children so that they understand and can use an increasing range of words. This prepares children well for learning to read.

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Leaders have placed reading at the heart of the curriculum. All staff have been trained to teach phonics effectively. Children in the early years learn about phonics as soon as they start school. They learn new letters and sounds each day. This continues into Year 1. Staff make sure that the words in pupils’ reading books contain only the letters and sounds that they have learned so far. This helps pupils to read successfully. Any pupils at risk of falling behind are identified quickly and receive prompt help to catch up. Pupils, including those with SEND, learn to read well.

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Staff are highly skilled at bringing stories to life for pupils. For example, two-year- olds listen with rapt attention to their favourite stories. Older pupils enjoy listening to their teachers read chapters from their class novels. Leaders have provided pupils across the school with a wide range of exciting books to select. Pupils develop a real love of reading.

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Leaders and staff, including those in the early years, work effectively together to identify pupils who may have SEND. They make careful adaptations to ensure that these pupils can access the curriculum alongside their classmates. Leaders have strong working relationships with a wide range of professionals, such as psychologists and speech therapists. This helps to ensure that pupils with SEND receive expert support if they need it.

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Pupils learn about differences and similarities between people in their community and in the wider world. For example, they learn about a range of cultures and faiths. They understand that family structures can be different from their own. Pupils develop positive attitudes towards these differences. Leaders provide opportunities for pupils to experience responsibility. For example, they can become school councillors or members of the eco committee. Pupils are well prepared for junior school when the time comes.

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Since the last inspection, governors have strengthened their work in holding leaders to account for the decisions that they make. For example, they ask plenty of challenging questions to make sure that all pupils can access the curriculum. Leaders, including governors, are considerate of staff’s workload and well-being. Staff value this concern. 17 and 18 January 2023

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff receive regular safeguarding training that follows the most recent guidance. This training helps staff to recognise when a pupil might be at risk from harm. All staff know how to report any concerns that they might have about a pupil’s welfare.

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Safeguarding

Leaders work effectively with a wide range of agencies, including the local authority children’s services and early help teams. They know how to secure extra support for pupils and their families should they need it.

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Safeguarding

Through the curriculum, pupils learn how to keep themselves safe, including when using the internet. Pupils know who to speak to if ever they have any worries.

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(Information for the school and appropriate authority)

 In a small number of subjects, the curriculum does not contain enough information about some of the smaller components of knowledge that pupils need to learn. This makes it difficult for teachers to make sure that pupils learn everything that they need to know, in the right order. Leaders must ensure that in all subjects, from the early years to Year 2, teachers have enough information to ensure that pupils learn the important knowledge that they need to achieve well.

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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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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. 17 and 18 January 2023

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School details

Inspection number 10241192 Type of school Infant

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School details

Appropriate authority The governing body

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School details

Website www.inglewood-inf.cumbria.sch.uk

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School details

Date of previous inspection 16 and17 January 2019, under section 5 of the Education Act 2005

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Information about this school

 Since the last inspection, a new chair and a number of new governors have been appointed to the governing body.  The school has provision for two-year-olds.  Leaders do not make use of any alternative providers.

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Information about this inspection

The inspectors carried out this graded 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.  The inspectors met with the headteacher and other leaders. The lead inspector spoke to members of the governing body, and spoke on the telephone to a representative of the local authority. 17 and 18 January 2023

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 The inspectors carried out deep dives in these subjects: early reading, mathematics, and art and design. For each deep dive, inspectors met with subject leaders, discussed the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also discussed the curriculum in some other subjects with leaders.  The inspectors reviewed a range of documentation about safeguarding. The inspectors also spoke with staff to understand how they keep pupils safe.  The inspectors considered the views expressed by parents in their responses to Ofsted Parent View. This included free-text comments.  The inspectors considered the responses to Ofsted’s online surveys for staff and for pupils. The inspectors also spoke with some pupils about school life.  The inspectors spoke with staff to discuss leaders’ support for their workload and

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Inspection team

Mavis Smith, lead inspector His Majesty's Inspector

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Inspection team

Joe Dryland Ofsted Inspector 17 and 18 January 2023

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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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