Portway Infant School

Inspection of Portway Infant School Ashfield Road, Andover, Hampshire SP10 3PE

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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 as 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 July 2012. 14 and 15 May 2024

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What is it like to attend this school?

‘Portway Infants is a phenomenal school.’ This was a response to the Ofsted Parent View survey and an opinion shared by many parents. It accurately describes what it is like to be a pupil at this school. Pupils flourish because of the high aspirations set for their learning and personal development. The school relentlessly focus on developing pupils’ strong numeracy and literacy skills. Consequently, pupils learn exceptionally well through the broad and exciting curriculum.

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What is it like to attend this school?

The ethos of ‘happy children learn best’ permeates through school life. Pupils enjoy school and feel secure and safe. Pupils’ behaviour is exemplary. They are remarkably polite and kind to one another. From the moment children start in Reception, routines are well established. This means pupils’ learning is maximised and friendships are nurtured.

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What is it like to attend this school?

Pupils play an active role in school life. They value assuming roles of responsibility such as being part of the school and eco councils. The ‘community champions’ initiative helps foster pupils’ sense of duty to their school and local area. Leaders carefully consider opportunities to nurture pupils’ individual talents and interests. Additional support is swiftly provided to every pupil. This support extends to families who are provided with a listening ear, advice or holiday activities when these are needed.

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better?

The school’s curriculum is exceptionally well constructed. It is frequently reviewed to ensure teaching is well-matched to children’s starting points. The school has precisely identified the key knowledge, skills and vocabulary that they want pupils to learn. Learning is thoughtfully ordered to ensure understanding builds progressively over time. Disadvantaged pupils, including those with special educational needs and/or disabilities (SEND) receive expert support to learn well. Their individual needs are identified at an early stage. The school works collaboratively with parents to ensure they get all the help they need to succeed.

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better?

Staff confidently deliver the intended curriculum across all subjects. They explain links between subjects and across year groups to help pupils secure long-term understanding. Regular checking of what pupils know ensures that any gaps in knowledge are picked up on and addressed quickly. Consequently, pupils make rapid gains in their learning and achieve highly. The school actively supports pupils’ transition to junior school to ensure this is as smooth as possible.

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better?

Stories sit at the heart of the school’s curriculum. Pupils love to hear and read the exciting books on offer. Visiting authors, poets and illustrators help bring these to life for pupils. The school’s chosen phonics scheme is taught consistently well. This helps pupils to build knowledge of an increasing array of sounds and words, right from the start of Reception. Staff systematically check which sounds pupils have learned. Those who need a little extra help with their reading benefit from high- 14 and 15 May 2024

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quality interventions. This helps them to rapidly catch up with their peers and become confident and fluent readers.

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The early years area is an inspiring setting. There is high aspiration for children to develop into happy, engaged individuals who love learning. The environment is full of engaging and exciting activities that have been skilfully set up to enable children to practice their learning. Children discover new skills, playing co-operatively and sharing resources well with their peers. The school’s ‘steps to success’ assessment approach motivates children to try their best and develop resilience. Children are comprehensively prepared for the next stages of their education.

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Pupils’ behaviour is excellent. They focus diligently within their lessons. Pupils recognise that some of their peers may occasionally need extra assistance to regulate their feelings and emotions. Adults support these pupils very well. School attendance is high. Leaders work tirelessly to promote the importance of regular attendance. The take effective action to support families when attendance drops.

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The school’s programme for personal development is extremely effective. Pupils build a firm understanding of the importance of tolerance and respect. ‘Far away Friday’s’ help pupils to learn about different countries and cultures. Frequent discussions about well-known stories provides opportunities to hear others' points of view, developing empathy in doing so. The rich extra-curricular programme is highly valued by pupils and parents alike. The school ensures as many pupils as possible benefit from the many varied experiences including games and puzzle club, country dancing, athletics and library club.

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School leaders are unwavering in their determination to provide the very best education to all pupils. Their ‘even better if’ approach ensures there is a constant drive to reflect on and enhance the school’s offer. The school actively supports other schools in the local area, sharing their excellent practice and further refining their own approaches.

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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. 14 and 15 May 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). 14 and 15 May 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 3 and 4 July, 2012

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Information about this school

 The school does not currently 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.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken that into account in his evaluation of the school.  The inspectors met with the headteacher, senior leaders, subject leaders, the leaders responsible for pupils with SEND, other teachers and support staff.  The lead inspector met with governors and spoke to two representatives of the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science, physical education and history. For each deep dive, 14 and 15 May 2024

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inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 culture around safeguarding that puts pupils’ interests first.  Meetings were held with groups of pupils and staff to hear their views.  The inspectors considered the responses to the confidential Ofsted surveys for staff, pupils and Ofsted Parent View.

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Inspection team

Martin Smith, lead inspector His Majesty's Inspector

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Inspection team

Mo Galway Ofsted Inspector 14 and 15 May 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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