Wildground Infant School

Inspection of a good school: Wildground Infant School Crete Road, Dibden Purlieu, Southampton, Hampshire SO45 4JX

p.1

Inspection dates: 12 and 13 September 2023

p.1

Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection

p.1

What is it like to attend this school?

The possibilities are endless for pupils who attend this school. Leaders are aspirational for all pupils. Pupils, including those with special educational needs and/or disabilities (SEND), achieve extremely well. Pupils consistently meet the high expectations that adults have of them.

p.1

What is it like to attend this school?

Pupils’ behaviour is excellent. Wildground Infants is a calm and purposeful place to learn. Pupils are happy here. Playtimes are busy and fun, and pupils feel safe. They know that grown-ups will listen to them if they have any worries. All staff who work in the school understand their role in keeping pupils safe.

p.1

What is it like to attend this school?

Pupils understand the school’s ‘REACH’ values of respect, excellence, ambition, care and honesty extremely well. Pupils and staff strive for excellence in all they do. Pupils understand about treating everyone fairly and how this may look different for some of their classmates. For example, pupils who find it harder to manage their behaviour and feelings receive expert support to help them get back on track quickly.

p.1

What is it like to attend this school?

Parents love the school. One parent’s comment, typical of many, was, ‘The staff are incredibly hardworking and my child is thriving here.’

p.1

What does the school do well and what does it need to do better?

The school’s ethos to ‘learn and succeed together for the journey ahead’ permeates all aspects of school life. All staff buy into the collegiate approach in doing the very best for all pupils. Staff are very positive about working at the school. They appreciate how well the school supports their well-being. Governors know the school well. They provide intelligent support and challenge. They make sure that pupils, particularly the most disadvantaged, achieve well. 12 and 13 September 2023

p.1

2

The school has an ambitious and established curriculum in place from nursery to Year 2. This curriculum offer starts with an exceptional early years setting where staff are experts in early education. Staff take into account the children’s starting points skilfully. Children benefit from well-planned activities that teachers choose carefully to develop children’s knowledge and language. Staff use different communication strategies as needed. They communicate effectively with all children, including those with complex speech, language and communication difficulties. At the time of the inspection, some of the two-year-olds had only attended the school for a matter of days. They quickly become more independent and confident. Already, children have formed close bonds with staff and their peers.

p.2

2

There is strong subject expertise throughout the school. The curriculum identifies the most important knowledge and vocabulary that pupils need to learn and remember in all subjects well. Teachers have excellent subject knowledge and a detailed understanding of the school’s curriculum. Staff teach the curriculum with precision. They design lessons that build on pupils’ previous learning well.

p.2

2

Behaviour in lessons is excellent and pupils work hard. Current pupils learn very well. In the past, disadvantaged pupils have not attained highly enough in mathematics at the end of key stage one. The school has responded effectively and has recently introduced a new mathematics scheme. This is already having a very positive impact on learning, including for disadvantaged pupils.

p.2

2

All pupils study the full range of the curriculum, including those who attend the resource provisions. No child misses out on any opportunity that the school offers. All are rightly proud of the inclusive nature of the school. The school identifies pupils with SEND effectively and accurately. This is reflected in the support teachers give to these pupils. Staff adapt the curriculum skilfully so that every child can be a successful learner.

p.2

2

The school teaches reading well. Staff are well trained in the agreed phonics programme and model sounds precisely. Teachers use assessment well to check that each pupil is keeping up. If pupils fall behind, they receive the help and support they need and catch up quickly. Pupils enjoy reading and listening to stories. Staff consistently model and encourage the use of new vocabulary.

p.2

2

Pupils benefit from a wide range of enrichment activities within the curriculum. The school provides a plethora of clubs based on current pupils’ ideas and interests, including the fossils and bug club. Pupils enjoy learning to play musical instruments and represent the school in sporting activities. Staff provide high-quality pastoral care. Pupils have an age- appropriate understanding of how to keep safe online. They learn to care and be responsible for others. For example, Year 2 pupils raise money for their partner school in Kenya annually. Pupils develop empathy and understanding of others well.

p.2

Safeguarding

The arrangements for safeguarding are effective. 12 and 13 September 2023

p.2

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good/outstanding. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good in September 2017.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 September 2023

p.3

School details

Appropriate authority The governing body

p.4

School details

Dates of previous inspection 12 and 13 September 2017

p.4

Information about this school

 The school is federated with the on-site junior school.  The federation has three resourced provisions for pupils who have special educational needs and/or disabilities. A pre-school provision provides 14 places for three- to four- year-old children who have speech, language and communication difficulties. This is based on the infant site. The other two resource provisions, one for pupils with social, emotional and mental health needs and one for pupils with autistic spectrum disorder, take pupils from across the primary age range. These resource provisions are based in the junior school. Wherever possible, pupils are taught in their main classroom.  Since the last inspection, the on-site nursery has become part of the school. Recently, this has grown in size and now includes provision for two-year-olds. Currently, there are 13 two-year-old children on roll.  The school does not currently make use of any alternative provision.

p.4

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 12 and 13 September 2023

p.4

5

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector completed deep dives in these subjects: early reading, mathematics and computing. She discussed the curriculum, spoke to staff and pupils, visited lessons and looked at samples of pupils’ work. The inspector heard pupils read to an adult from the school. The inspector also discussed the curriculum in some other subjects. She visited all three resource provisions attended by pupils at this school.  The inspector met with senior leaders, staff and pupils. She also met with members of the governing body, including the chair.  The inspector held a telephone call with a representative from the local authority.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single

p.5

5

central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector reviewed a range of documentation, including the school’s self-evaluation and improvement plans.  The inspector met with leaders and staff to discuss pupils’ wider development, pupil behaviour and staff well-being and workload.  The views of parents were gathered through Ofsted’s online survey, Ofsted Parent View, and the associated free-text comments.  The inspector also took account of responses from staff and pupils to Ofsted’s online surveys.

p.5

Inspection team

Lea Hannam, lead inspector Ofsted Inspector 12 and 13 September 2023

p.5

6

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.6

6

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.6

6

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.6

6

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

p.6

6

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

p.6