The Mead Infant and Nursery School

The Mead Infant and Nursery School

Address: Newbury Gardens, Ewell, Epsom, Surrey, KT19 0QG Unique reference number (URN): 149426

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and wellbeing Strong standard

The pastoral support and personal development of pupils is a high priority at this school. Pupils are well cared for because leaders and staff know pupils well. Pupils develop a real sense of belonging to the local community due to the opportunities the school gives them. For example, children in Year 1 have the opportunity to write to a range of local businesses and attractions such as a local motorsport manufacturers and nearby theme park. Responses develop pupils’ aspirations and interests, for example when they are shown how sports cars are made. Pupils with special educational needs and/or disabilities benefit fully from the richness of the school provision for personal development and wellbeing.

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Personal development and wellbeing Strong standard

Pupils reflect on their own beliefs when discussing different religions. They learn to express their views as they consider moral dilemmas. Diversity is celebrated. Pupils understand fundamental British values, such as respect and democracy, at an age-appropriate level. They talk maturely about how voting and understanding each other are important for creating their harmonious school. Consequently, pupils are well prepared for their future life as adult citizens.

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Personal development and wellbeing Strong standard

Leaders have designed a highly effective health and relationships programme. Pupils develop secure and detailed knowledge about relationships. They understand what constitutes healthy friendships as well as how to look after their own physical and mental health. Pupils are aware of risks and how to keep themselves safe, for example when out at social times or when they are online.

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Personal development and wellbeing Strong standard

A carefully tailored personal development programme extends pupils' talents and interests through a range of activities within the curriculum and outside of the school day. Pupils enjoy representing the school in sporting competitions and musical performances. Purposefully organised trips are a particular highlight for pupils. For example, pupils apply their learning in science and geography when they visit diverse botanical gardens. Pupils describe how these trips help them learn because they see the curriculum in 'real life'. The school ensures that all pupils benefit from this personal development offer, particularly those who are disadvantaged.

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Achievement Expected standard

Typically, pupils achieve well. They are ready for the next stages in their education. This is reflected in the positive phonics screening check outcomes in Year 1, including for the small number of disadvantaged pupils. Pupils with special educational needs and/or disabilities progress through the curriculum well from their starting points.

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Achievement Expected standard

Typically, pupils develop the essential skills they need in areas such as reading, writing and mathematics. Pupils use these skills to help them access the wider curriculum successfully. Where leaders have identified that some pupils still have gaps in the essential knowledge they need, these are being closed effectively. The school is focusing on further developing the teaching of writing across the school to help close the gaps that these pupils have.

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Achievement Expected standard

Pupils develop and build appropriate knowledge across a broad range of subjects. Pupils’ knowledge of the curriculum is particularly detailed in some subjects such as art and geography.

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Attendance and behaviour Expected standard

Leaders analyse and track absence patterns carefully. They work closely with parents and carers when they need to, to help pupils attend school frequently. Leaders know the barriers pupils face and take appropriate action to tackle them effectively. In the last year, some pupils’ attendance has dipped. However, leaders’ decisive actions have led to improvements. Attendance is now at least in line with the national average and in some cases above, for all groups of pupils.

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Attendance and behaviour Expected standard

From the beginning of the Reception Year, children learn the school’s routines and expectations. Staff understand and apply the school’s behaviour systems effectively. They use this knowledge to give pupils the support they require to meet the school’s high expectations. Pupils understand why behaving well is important. They explain the systems in place across the school to support them, with accuracy. Positive relationships underpin the school’s kind, supportive ethos. Staff deal with any incidents of bullying or unkindness swiftly and effectively. This results in a nurturing environment where pupils can learn with little disruption. Throughout the school, pupils’ attitudes to learning are positive and enthusiastic. Playtimes are joyful. Pupils of all ages play together happily. They share equipment and encourage each other to engage in games.

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Curriculum and teaching Expected standard

Leaders use a suitably broad, ambitious and well-designed curriculum that builds pupils' knowledge over time. They know where it is working effectively and where further refinements are needed.

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Curriculum and teaching Expected standard

The school focuses on developing pupils' essential skills such as reading, writing and mathematics. Carefully chosen texts support pupils’ comprehension and build their vocabulary. Leaders and staff make sure that pupils who need more practice in skills such as reading and counting are identified and receive the support they need to catch up.

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Curriculum and teaching Expected standard

Knowledgeable staff are adept at explaining and modelling tricky concepts and new learning. Staff have secure subject knowledge. Most tasks are well designed to build pupils' learning but there are times when these do not deepen pupils’ thinking to support understanding as securely as they could. Leaders are working to ensure that staff consistently check pupils’ understanding in lessons so that gaps in knowledge are identified quicker and addressed promptly.

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Curriculum and teaching Expected standard

Staff have a secure understanding of pupils’ needs and vulnerabilities. They support pupils well and adapt learning when this is needed. For example, staff use information from support plans to ensure the curriculum is carefully designed around pupils' identified needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities can fully access the whole curriculum successfully.

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Early years Expected standard

Children get off to a great start in the early years. They learn in a calm, well-organised environment where routines are clear and expectations are high. This helps children feel safe, confident and ready to learn. Children play and learn together happily. They respond well to adults and show growing independence.

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Early years Expected standard

The early years curriculum is ambitious and carefully designed. Teachers typically use their checks effectively to adapt activities so that every child makes the expected progress. As staff converse with children they model language clearly. They encourage children to use talk partners, building vocabulary and social skills. The curriculum helps children to practise and apply what they have learned. For example, children use concrete materials such as cubes and counters to support their understanding in mathematics.

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Early years Expected standard

Early reading is a priority. Children learn phonics securely and handwriting is developing through targeted support and finger control activities. Teachers check how children are faring and make prompt adjustments. Leaders check provision rigorously and work closely with parents and external agencies to meet individual children's needs. Leaders emphasise the importance of transition from one year to another, especially getting pupils ready for Year 1. This helps children start Year 1 confidently, including children who are disadvantaged or with special educational needs and/or disabilities.

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Inclusion Expected standard

This is an inclusive school where leaders have high expectations of all pupils. They ensure that pupils who attend the additionally resourced provision integrate seamlessly into classes and work alongside their peers. This promotes pupils' sense of belonging and increases their confidence and independence.

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Inclusion Expected standard

Leaders ensure staff receive appropriate training so that they can identify pupils' needs and adapt the curriculum effectively to meet these. Teachers provide visual support, familiar routines and appropriate adjustments to activities. In doing so, staff reduce the barriers that pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care face. These pupils progress well from their individual starting points.

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Inclusion Expected standard

Leaders and staff work with other professionals and pupils’ families effectively. Together, they ensure that pupils are suitably supported. They monitor pupils’ progress carefully to identify any further or changing needs. Leaders evaluate the impact of the support they put in place and make adjustments as and when they are needed.

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Inclusion Expected standard

Additional funding is used appropriately to enhance disadvantaged pupils' access to wider opportunities and to support their academic achievement. Leaders check that this money is having a positive impact on pupils’ progress, in all aspects of their education.

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Leadership and governance Expected standard

Leaders know the school's context very well. They have an accurate understanding of the school’s strengths and areas for improvement. They have improved the school in the areas identified at the last inspection effectively and continue to make decisions that are in pupils' best interests. They recognise that some areas of work need further embedding and have clear plans for the school's continued development.

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Leadership and governance Expected standard

Leaders have developed an inclusive ethos, where there are shared, high ambitions for all pupils, especially pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. The school's vision for pupils to thrive here is realised successfully. Carefully tailored opportunities for professional learning ensure staff have the expertise and confidence to support pupils, especially those with SEND, to overcome the barriers they face in their learning or wellbeing.

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Leadership and governance Expected standard

The trust and members of the local governing body support the school actively. Governors are astutely aware of their statutory responsibilities and fulfil them effectively. They hold leaders to account regularly, as well as provide appropriate support. There is a firm commitment to the school's continued improvement from all leaders and staff.

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Leadership and governance Expected standard

Staff speak highly of the support they receive for their wellbeing and they value that this is prioritised. They appreciate that leaders listen to them and respond to their suggestions. Those who are new to the teaching profession are well supported by leaders.

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What it's like to be a pupil at this school

Pupils are enormously proud to belong to The Mead Infant School ‘family’. There is a calm and warm atmosphere in the school. Staff know pupils well and foster a culture of mutual respect. Parents and carers consistently praise the efforts staff make to give their children every opportunity to succeed.

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What it's like to be a pupil at this school

Staff form trusting relationships with pupils. Incidents of bullying or discrimination are rare. Pupils are confident that staff will help them deal quickly with any concerns they may have. Pupils feel safe and well cared for. Leaders intentionally build pupils' sense of belonging as they move through the school. Typically, pupils attend well. Pupils leave school well- prepared for the next stage of their education.

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What it's like to be a pupil at this school

Pupils, including those who are disadvantaged or with special educational needs and/or disabilities, work hard to meet the expectations that staff have for their behaviour and achievement. Any barriers pupils have to their learning are reduced effectively. Typically, pupils achieve well. The school is working to improve outcomes further by ensuring tasks match pupils' level of knowledge. Leaders are helping staff to check pupils' understanding more consistently in lessons.

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What it's like to be a pupil at this school

Leaders carefully consider how to develop the pupils' understanding of the world around them. For example, they go to places of worship such as the local synagogue and mosque. Pupils develop leadership skills by taking on roles and responsibilities such as being eco warriors and members of the school council. They are well prepared for life in modern

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Team inspectors:

Kate Owbridge, Ofsted Inspector Chris Toye, Ofsted Inspector Britain. Pupils’ experiences are broadened effectively by precisely targeted clubs based on pupils' interests and needs, such as Spanish and ukulele clubs. Leaders ensure that these opportunities are inclusive and open to all pupils.

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Next steps

• Leaders should further develop staff's expertise in checking pupils' understanding in lessons so that pupils' misconceptions are identified and addressed quickly and consistently. • Leaders should ensure that teachers consistently design activities to support pupils to build on what they know and deepen their understanding securely.

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About this inspection

This school is part of the Bourne Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Alex Russell, and overseen by a board of trustees, chaired by Andy Field.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders during the inspection. Inspectors spoke with representatives from the local governing body, trustees, other leaders within the trust and the CEO from the trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision. The school also, under the same registration, runs a nursery, including provision for 3-year- olds.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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