Fawbert and Barnard Infants' School

School report DRAFT - not for publication

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DRAFT - not for publication Inspection of Fawbert and Barnard Infants' School Knight Street, Sawbridgeworth, Hertfordshire CM21 9AT

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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 Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged to be outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since April 2009. 12 and 13 March 2024

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What is it like to attend this school?

Simple, three-word mantras support pupils to thrive and be successful at this delightful school. From Nursery through to Year 2, pupils show they are ‘ready, respectful and safe’ at the start of every activity. They live out the school’s core values of ‘respect, ambition and perseverance’ in their highly positive attitudes to school life.

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What is it like to attend this school?

Pupils are safe and happy. They behave exceptionally well. Adults’ expectations of them are high and pupils do their very best to always meet these. Pupils often help each other with polite reminders of what they should be doing, whether they are lining up outside or sitting in the classroom.

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What is it like to attend this school?

The school is highly inclusive. Pupils are encouraged to aim high, regardless of their starting point or any additional needs they may have. Pupils with special educational needs and/or disabilities (SEND) are extremely well supported. There is no ceiling on pupils’ learning.

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What is it like to attend this school?

A range of rich experiences beyond the classroom enhance pupils’ learning, develop their character and expand their horizons. For example, Year 2 pupils visit people with dementia at a local support group. Members of the school council go on a joint trip to the Houses of Parliament with the school council from the nearby junior school.

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better?

The school’s curriculum is highly ambitious. Leaders regularly review it, and refinements are constantly made to strengthen it even further. The curriculum sets out precisely what pupils will learn in each subject and year group. It enables pupils to build their learning over time, so that they can reach the endpoints the school has identified. In early years, the meticulously constructed curriculum equips children with the essential knowledge and skills they will need in key stage 1 and beyond. Throughout the school, pupils learn exceptionally well.

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better?

Teachers are extremely adept at bringing learning to life. They make connections with pupils’ lives and with the local area so that learning is meaningful. Teachers continually check that pupils are learning well. They quickly address misconceptions or adjust their teaching to deal with any gaps they spot.

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better?

From the early years, there is a sharp focus on the key vocabulary that is needed for each subject. This is taught with consistency and precision across the curriculum. Pupils expertly use subject-specific vocabulary comfortably when talking about their learning. In religious education (RE), for example, Year 1 pupils describe symbols associated with Easter and what they mean. Year 2 pupils talk about the sacrifices people make during Lent and why. 12 and 13 March 2024

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Reading is a high priority. Daily story sessions build pupils’ familiarity with high quality texts. ‘Secret readers’ come into school to surprise and delight pupils. They love the suspense of not knowing who will read to them next. Well-trained adults expertly deliver phonics lessons. The adults ensure that any pupils who need extra help with phonics get this quickly so they can keep up.

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The systems for identifying pupils with SEND are robust. These pupils learn the same ambitious curriculum as their peers. They sometimes learn with adapted resources or adult support. Teachers are highly skilled at adjusting lessons or activities so that pupils with SEND can achieve well. Where additional expertise is needed, the school calls upon specialists, such as its own in-house speech therapist and counsellor, for example.

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A strong culture of respect and kindness permeates the school. Relationships are warm and caring. Pupils’ curiosity and love of learning are fostered from the moment they join the school. Pupils listen attentively and participate actively in lessons. This starts in early years, where children flourish thanks to the well-established routines.

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Pupils are very well prepared for their future lives, in an age-appropriate way. They value difference. For example, pupils celebrate the many cultures and languages represented in their school community. Pupils are resilient. They are not afraid to make mistakes and see these as opportunities to learn. From nursery onwards, pupils learn to manage their feelings and to care about the feelings of others. Many enjoy special jobs, such as play leaders on the playground. These pupils actively support the well-being of others at social times.

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The school is supported and challenged in equal measure by a highly committed and knowledgeable governing body. Governors, leaders and staff have a shared determination to provide high-quality education for the pupils. Leaders ensure that many and varied training opportunities support staff to be the best that they can be. Staff feel valued and appreciate the way leaders consider their workload and well- being. Everyone, including parents, is proud to be part of this very special school community.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 12 and 13 March 2024

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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' 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 March 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 30 April 2009

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Information about this school

 There have been changes in the leadership team in the last three years. The headteacher took up the post in February 2022.  The school offers before- and after-school care. This is run and managed by a registered provider.  The school does not use any alternative provision.

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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

 Inspections are a point-in-time judgement about the quality of a school's education provision.

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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 the school and have taken that into account in their evaluation of the school. 12 and 13 March 2024

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 Inspectors met with a range of leaders, including senior leaders, the inclusion coordinator (INCo), and governors, including the chair of governors. The lead inspector met with the school effectiveness advisor from HfL Education.  Inspectors carried out deep dives in these subjects: early reading, mathematics, music and religious education (RE). For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers and spoke with some pupils about their learning. Inspectors looked at samples of pupils’ work. The lead inspector listened to several pupils read to a familiar adult. Inspectors also looked at samples of pupils’ work in history, geography, science and art.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single 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

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culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of school documentation and policies. These included the school development plan and minutes of governing body meetings.  Inspectors reviewed the responses to Ofsted’s parent and staff questionnaires. They also spoke with pupils, parents and staff to gather their views of the school.

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Inspection team

Caroline Crozier, lead inspector His Majesty's Inspector

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Inspection team

Nichola Pickford Ofsted Inspector 12 and 13 March 2024

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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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