Other · Ofsted report

Anton Infant School

Inspected — · published 5 Oct 2001 · URN 115973

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Praisevery welleffectiveeffectivelyexcellentmake good progressimprovedgood progressstrengths

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Full report text

ANTON INFANT SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ANTON INFANT SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Anton Infant School, Andover - 3

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INFORMATION ABOUT THE SCHOOL

School address: Wellesley Road Andover Hampshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Ms R Peszkowski

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 1997 Anton Infant School, Andover - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 23039 David Penney Registered inspector Special educational needs Mathematics Design and technology Information and communication technology Music Physical education What sort of school is it? The school’s results and pupils’ achievements. How well are the pupils taught? What should the school do to improve further?

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INFORMATION ABOUT THE INSPECTION TEAM

9039 Bernard Eyre Lay inspector Pupils’ attitudes, values and personal development. How well does the school work in partnership with parents? 20415 Jim McHugh Team inspector Equal opportunities Foundation stage Science Art How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

15011 Marion Wallace Team inspector English Geography History Religious education How well does the school care for its pupils? How well is the school led and managed?

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INFORMATION ABOUT THE INSPECTION TEAM

Bedford Primary Inspections 2 Grange Lane Cople Bedford MK44 3TT

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division Anton Infant School, Andover - 5 Alexandra House 33 Kingsway London WC2B 6SE Anton Infant School, Andover - 6

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PART A: SUMMARY OF THE REPORT 6 - 9

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 10 - 12

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Anton Infant School is an average sized infant school with 176 boys and girls on roll. Numbers on roll have fallen in recent years since the transfer to junior school of an unusually large year group; the school has now returned to being one with two classes in each year group. About a quarter of the pupils live outside the school’s natural catchment area. The number of pupils from ethnic minority backgrounds is very low; only one has English as an additional language and this pupil is bi-lingual. The proportion of pupils known to be eligible for free school meals is well below average. Fifty-two pupils are on the school’s register of special educational needs; at almost 30 per cent of the number on roll, this is broadly average, although this is almost double what it was at the time of the previous inspection. The proportion of pupils with a statement of special educational needs is broadly

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INFORMATION ABOUT THE SCHOOL

average. Most children have some experience of pre-school education and their standards of attainment on entry to compulsory education, as measured by objective tests, match those expected nationally for children of their age. There are strengths in their language, mathematical and personal development but many find it difficult to apply the knowledge they have to new situations and have below average work-skills.

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HOW GOOD THE SCHOOL IS

The school is effective. However, over the recent past the absence of a permanent headteacher, actively in post, has delayed progress in many areas of the school’s practice. The staff of the school have managed remarkably well. They have ensured that the effects of this lack of leadership were not felt unduly by the pupils and that standards of care and support have been maintained at a high level. Nevertheless, standards in English and mathematics have suffered and have fallen in comparison with national averages, particularly as the situation wore on. Some pupils, particularly the higher-attaining ones, do not achieve the standards that they could and should do. The causes of this under-achievement have been removed as systems and procedures for planning and assessment, particularly in English and mathematics, have been consistently implemented across the school within the last school year. As a result, pupils’ standards of achievement are rising

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HOW GOOD THE SCHOOL IS

encouragingly. The quality of teaching is never less than satisfactory and is often good in all lessons. Further work is necessary to ensure that standards in all classes rise to match the best practice in the school. The school gives satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Children achieve good standards in the reception class, especially in literacy and personal development. • Pupils achieve above average standards in reading, number, science, art and design and religious education by the time they leave school. • Key staff have worked very effectively to manage the direction of the school and to improve many of the structures needed to assure a consistent approach to planning and assessment. • The governors’ understanding of the strengths and needs of the school is excellent and they have been highly influential in shaping the direction of the school. • The partnership between the parents and the school is very good. • The teamwork in the school is very good and means that the capacity to improve further is also very good. • The quality of teaching is good, overall. Learning support assistants have high levels of expertise and contribute well to pupils’ learning.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards in information and communication technology (ICT) are unsatisfactory. • Higher-attaining pupils do not always make enough progress because teachers do not use assessment information consistently in all subjects to plan further work that closely matches the needs of all pupils. • Schemes of work in subjects other than English, mathematics, science and art and design do not identify clearly enough in logical sequence what skills pupils are to learn and what understanding they might acquire. • Current good practice is not identified and shared by all staff. The areas for improvement will form the basis of the governors’ action plan. Anton Infant School, Andover - 8

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was previously inspected in January 1997. Since then, improvements have been good, overall, particularly in this academic year. The key issues of the previous inspection report have been addressed soundly, overall, with continued work needed to improve provision and standards in ICT. The school has suffered from a lack of continuous leadership, which has had implications for the stability of classroom teaching, and this was a key factor in the dip in last year’s national test results. Nevertheless, key staff have worked very hard and to good effect to improve practice and procedures in the important areas of the planning and assessment of English and mathematics and have ensured that they are being consistently applied throughout the school. These structures have been important factors in raising the standards of teaching and, more recently and as a consequence of the analysis of national test results, pupils’ standards. More work remains to be done to extend

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

this practice effectively to other subjects. Many schemes of work have been improved although more work remains to be done to ensure that they are used effectively by all teachers to match tasks closely to the developing needs of individuals and groups of pupils.

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STANDARDS

The table shows the standards achieved by 7 year olds based on average point scores in National Curriculum tests. compared with

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

Reading C B D E well above average above average A B Writing C B C E average below average C D Mathematics D C D E well below average E

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STANDARDS

Standards attained by seven-year-old pupils in the national tests in 2000 were below average in reading and mathematics although they matched the national average in writing. In comparison with similar schools, standards were well below average in all tests. Fewer pupils achieved the higher levels in each of these tests than was the case nationally and, particularly in reading and mathematics, a greater proportion of pupils than nationally did not achieve the expected levels. However, over time results in the school have risen at a rate that matches the national trend. Inspection evidence is that children at the end of the Foundation Stage attain standards that are well above those expected for their age in communication, language and literacy and their personal, social and emotional development. Their standards are above expectations in mathematical development, knowledge and understanding of the world and creative development and match

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STANDARDS

expectations in physical development. Pupils’ standards in Year 2 in reading, the number aspect of mathematics, science and art and design are above those expected for their age nationally. In religious education, standards are above those expected of the locally Agreed Syllabus. In speaking and listening, writing, mathematics overall, design and technology, geography, history, music and physical education, standards match those expected nationally. However, standards in information and communication technology (ICT) are below those expected. Most pupils make good progress in reading, number work, science, art and design and religious education. In the other subjects, they make satisfactory progress, overall, except in ICT, where progress is not good enough. The progress of pupils with special educational needs is good when they are working with designated support; at other times it is similar to that of their peers. Higher-attaining pupils generally do not always make

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STANDARDS

the progress that they could or should because the work set for them is sometimes not as demanding as it should be.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Good. Pupils generally work well at the tasks set for them, particularly when these are challenging.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Good. Pupils play amicably together and behave well in and around the school. A small proportion of pupils exhibit challenging behaviour at Anton Infant School, Andover - 9 classrooms times.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Good. Pupils are friendly and polite to adults and visitors. They develop their sense of responsibility well.

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PUPILS’ ATTITUDES AND VALUES

Attendance Good. Attendance rates are above the national average.

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TEACHING AND LEARNING

Teaching of pupils: aged up to 5 years aged 5-7 years

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TEACHING AND LEARNING

Lessons seen overall Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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TEACHING AND LEARNING

All the teaching is of at least satisfactory standard, overall, although in some lessons, teachers’ strengths and weaknesses are finely balanced. The quality of teaching is very good or better in14 per cent of lessons. Teaching is more often of good or better quality in the Foundation Stage but there are examples of this quality of teaching in all classes in the school. The teaching of English, including literacy, mathematics, including numeracy, science, art and design, history, religious education and special educational needs is good; in these subjects and areas, pupils make good progress. It is satisfactory overall in geography, music and physical education; as a result, pupils make generally satisfactory progress in these subjects. Little or no teaching of design and technology or of ICT was seen during the inspection but evidence of pupils’ work and teachers’ plans indicates that it is at least satisfactory overall in these subjects. In some classes in Key Stage 1, the

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TEACHING AND LEARNING

pace of learning is insufficient and pupils do not make as much effort as they should to learn.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good overall. The curriculum is broad and balanced. It meets the needs of all pupils although the higher-attaining ones need to be given work that stretches them more. Schemes of work need to be developed more fully in some subjects. There is scope to improve the range of extra-curricular activities. Provision for personal, social and health education is good.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Good. Provision is carefully targeted to the needs of identified pupils. Support assistants are well qualified and make a good contribution to pupils’ learning. As a result, pupils make good progress when closely supported individually or in small groups.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Provision for pupils’ cultural development, although satisfactory, would benefit from an increased emphasis on the multi- cultural nature of today’s society.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Satisfactory. New systems for assessing pupils’ attainment and progress in some subjects are good and need to be extended to include other subjects. The school is a safe and caring environment. Procedures for monitoring attendance are good. The partnership with parents is very good.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The school has suffered because it has not had a permanent headteacher actively in post in recent years; as a result, the rate and direction of school improvement have been adversely affected. Key staff have done a remarkable job in managing the school and effecting as many improvements as they have. The capacity to improve further is very good because of the high quality of teamwork throughout the Anton Infant School, Andover - 10 school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Very well with some excellent features. Governors have been highly influential in maintaining the direction of the school and the effectiveness of its provision through very good levels of support for the members of staff. They have an excellent grasp of the strengths and weaknesses of the school and a resolute determination to ensure that it continues to improve.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Good, overall. This is an area of the school’s work that has suffered from lack of consistent leadership. Nevertheless, members of staff have worked effectively to improve provision and practice, with the result that standards are rising. The newly appointed headteacher needs to identify current good practice and spread it more widely in the school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Satisfactory, overall. The day-to-day use of resources is good but the school has lacked a strategic direction because of leadership difficulties. All finances are targeted well at the identified priorities on the school development plan. The principles of best value are applied well. Resources are good and the accommodation is very good. Teachers and support staff are well qualified and experienced.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• Their children like school. • They make good progress. • The quality of teaching is good. • Their children are expected to work hard. • They are kept well informed about how their children are getting on. • The appointment of a permanent headteacher. • The range of activities outside lessons. • The amount of homework given.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team agrees with the broad thrust of parents’ views, except for the fact that the amount of homework is appropriate for pupils of this age and is used well by teachers to reinforce and extend pupils’ learning. However, the team judges that some pupils do not work as hard as they could because this has not always been demanded of them by some teachers. As a consequence, they have not always made the progress of which they are capable; however, recently they have made good progress. A permanent headteacher has now been appointed. Anton Infant School, Andover - 11

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The school’s results and pupils’ achievements

1. In the national tests in the year 2000, pupils’ standards at the end of Key Stage 1 were below the national average in reading and mathematics and matched it in writing. When compared with similar schools, as judged by the percentage of pupils known to be eligible for free school meals, standards were well below average in all three tested areas. These results were worse than those for previous years because a lesser proportion of pupils achieved the higher levels in this school than was the case nationally and more pupils did not attain the expected levels, particularly in reading and mathematics. Over the last three years, the school’s rate of improvement broadly matches the national trend. There was no significant difference between the performance of boys and girls when compared with the national figures.

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The school’s results and pupils’ achievements

2. Many of the causes of these lower results have been addressed. In the absence of a permanent headteacher, the co-ordinators for English and mathematics have worked tremendously hard and effectively to devise and establish consistent planning and assessment systems across the school. These are having the desired effect and are underpinning teachers’ practice well. As a result, in these subjects pupils are now being given work that more nearly meets their developing needs and builds sequentially and logically on their prior knowledge, skills and understanding.

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The school’s results and pupils’ achievements

3. The effects of these improvements are being felt more immediately in the Foundation Stage and in Year 1 than they are in Year 2; this is because the legacy of previous weaknesses is, naturally, taking less time to address with younger pupils who were not exposed to them for so long.

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The school’s results and pupils’ achievements

4. The results of testing on entry shows standards for the current reception class group of children to be above average in their personal, social and emotional development, communication, language and literacy and mathematical development, with their knowledge and understanding of the world to be below the standards expected of their age. This is slightly higher than for previous groups. Over time, however, children’s standards as they enter the reception classes are broadly average, overall, because many of them find it difficult to apply the knowledge they have to new situations. They have work-skills and a knowledge and understanding of the world that are below average.

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The school’s results and pupils’ achievements

5. Current inspection findings are that standards generally have risen since last year.

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The school’s results and pupils’ achievements

6. Children at the end of the Foundation Stage (that stage of learning for children in nursery and reception classes) are attaining standards that are well above those expected for their age in communication, language and literacy and their personal, social and emotional development. Their standards are above expectations in mathematical development, knowledge and understanding of the world and creative development and match expectations in physical development. Overall, children make good progress through this stage of their learning and achieve standards that are good in relation to their prior attainment. Children identified as having special educational needs receive good support and make good progress.

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The school’s results and pupils’ achievements

7. By the end of Year 2, pupils attain standards that are above those expected nationally in reading, number work in mathematics, science and art and design. Their standards in religious education are above those expected by the locally Agreed Syllabus. In English, overall, and in particular speaking and listening and writing, mathematics, overall, geography, history, music and physical education, their standards are in line with those expected nationally. In information and communication technology (ICT), the standards of work seen in control and art were at the expected levels but there was Anton Infant School, Andover - 12 insufficient evidence of pupils’ work in other areas of the subject and standards, overall, are below those expected for their age. In addition, because of the timing of the inspection, standards in design and technology were judged from the evidence of pupils’ work on display; this shows that standards of designing and making match those expected

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The school’s results and pupils’ achievements

nationally but there was insufficient evidence of pupils’ evaluating skills for a judgement to be made about this aspect of their work in the subject.

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The school’s results and pupils’ achievements

8. Pupils make satisfactory progress between the ages of five and seven. Progress is good in relation to their prior attainment in reading, the number aspect of mathematics, science, religious education and art and design. It is satisfactory in all other subjects except ICT, where it is not swift enough across the range of the subject, a fact that the school has already recognised. Pupils with special educational needs make good, sometimes very good, progress when they work in small groups for English and mathematics with designated support assistants because work is carefully targeted to their specific needs and the assistants are skilful. The progress they make in other lessons is similar to that of their peers and is generally satisfactory. Higher-attaining pupils make satisfactory progress, overall, particularly in English and mathematics. However, some of these pupils are not achieving the standards they could and should in other subjects

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The school’s results and pupils’ achievements

because the work planned for them does not meet their needs fully and does not challenge them sufficiently.

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The school’s results and pupils’ achievements

9. Those pupils identified as having English as an additional language make progress at the same rate as their peers; the pupil on roll during the inspection was fluent in English. Judgements about their standards and the provision the school makes for them will be subsumed into the general judgements throughout this report.

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The school’s results and pupils’ achievements

10. Throughout the school, the pupils’ listening skills are average. They generally pay close attention to their teachers and listen with interest to other pupils. Their speaking skills are average but speaking is better in classes where the teacher uses good questioning techniques that encourage pupils to justify their answers. Standards of reading are above average; all pupils have a positive attitude to books and enjoy reading. Standards in writing are average and could be better. Pupils write stories effectively, but higher-attaining pupils are insufficiently challenged. However, standards of handwriting are not high enough. In mathematics, pupils use appropriate number operations with two-digit numbers with reasonable security, but are slow to recall basic number facts when asked to do so. In science, pupils’ standards are well above the national average in those aspects of the subject that are to do with acquiring knowledge, but pupils achieve lower standards in

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The school’s results and pupils’ achievements

experimental and investigative science than in other aspects of science.

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The school’s results and pupils’ achievements

11. Because the school does not cater for eleven-year-old pupils, it is not required to set targets for achievement at the end of the key stage. However, informal targets are set, based on pupils’ attainment on entry to compulsory education. For this year, they are suitably challenging. Early indications are that they are likely to be met.

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Pupils’ attitudes, values and personal development

12. Children in the reception classes attain standards in their personal, social and emotional development that are well above those expected for their age. They are confident and work and play together constructively, relating well to other children and adults. They respect each other and clearly distinguish between what is right and what is wrong. Children think independently and behave sensibly. They feel, rightly, that their ideas and contributions are valued.

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Pupils’ attitudes, values and personal development

13. In Years 1 and 2, pupils’ attitudes to school are good. The pupils are generally enthusiastic learners who are interested in the work set. They usually work well on their tasks, especially when they are challenging, and are well mannered both in the classroom and at play. Some pupils, however, do not work swiftly enough, which adversely affects their progress. Pupils are tolerant and understanding, particularly towards their fellow Anton Infant School, Andover - 13 pupils who become anxious or unsure. Pupils with special educational needs have good attitudes to their work; occasionally, when in small groups, their attitudes are very good.

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Pupils’ attitudes, values and personal development

14. The behaviour of almost all pupils is good throughout the school day. They conduct themselves confidently in their surroundings and they are helpful to their peers. The relatively few pupils who find the classroom a difficult environment are well supported and the guidance they receive ensures that good learning continues in nearly all lessons. However, there are occasional instances, for example, in music or physical education lessons, when a small minority of pupils do not behave well enough. Relationships are good throughout the school and no incidents of oppressive behaviour were observed or reported during the inspection. Pupils work and play together very well. There have been no exclusions in the last school year.

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Pupils’ attitudes, values and personal development

15. Pupils have a good understanding of the meaning of trust and develop their sense of responsibility well. For example, the playground equipment is distributed and then subsequently collected and stowed away tidily with the minimum of adult intervention, and messages are relayed regularly to the office in a self-confident manner. The school is making good efforts to extend the pupils’ ability to study and work independently, although more work needs to be done to stretch the most able so that they can achieve their potential. Currently, nearly all pupils have a sound understanding of how their actions impinge on other people and consider the feelings of others satisfactorily.

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Pupils’ attitudes, values and personal development

16. Attendance levels are good. Attendance is above the national average and there is very little unauthorised absence. This is much as was reported when the last inspection took place. Pupils arrive punctually in the mornings and settle quickly and quietly to their tasks. Registration periods are pleasing occasions with the teachers interacting well with pupils; counting and word games are used to make a smooth and enjoyable introduction to the commencement of formal lessons.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The quality of teaching is good, overall, in both key stages. This is a significant improvement since the previous inspection.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. No teaching was less than satisfactory although, in a small number of lessons in Key Stage 1, teachers’ strengths and weaknesses were finely balanced. Overall, 65 per cent of teaching was good or better. Teaching is more consistently good or better in the Foundation Stage (78 per cent of the lessons seen in this key stage) than in Key Stage 1, where 63 per cent of the total seen in Years 1 and 2 were of this quality. Teaching was very good in 14 per cent of lessons, overall, which were almost evenly spread across the two key stages. All teachers taught at least one lesson that was good or better.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. Teaching is good in English, including literacy, mathematics, including numeracy, science, art and design, history and religious education. Teaching is satisfactory, overall, in geography, music and physical education. No lessons were seen in design and technology and only one in ICT; however, pupils’ work and teachers’ plans and records indicate that teaching in these subjects is sound, overall.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. Throughout the school, the quality of relationships is good, which means that pupils are willing to listen and to have a go at the activities that have been planned for them, secure in the knowledge that their efforts will be valued. Teachers’ subject knowledge and their teaching of basic skills are good and so clear teaching points are made at suitable times. This enables pupils to learn new skills and acquire new knowledge well, particularly in the Foundation Stage and in the core subjects of English, mathematics and science, where teachers are better supported by effective planning and assessment procedures. The activities match the stated objectives of the lesson and are chosen carefully to interest pupils. As a result, pupils generally concentrate well and make good efforts to complete the tasks set for them to the best of their ability. Teachers use homework well to reinforce Anton Infant School, Andover - 14

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

and extend pupils’ learning, for example, through regular reading tasks and the use of very good mathematical games and activities for pupils to do with their parents and families.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. The objectives for lessons are clear and precise in English and mathematics and, increasingly, in science. However, this strength is not apparent in teachers’ plans consistently enough in other subjects in Key Stage 1. As a result, teachers find it difficult to judge the effectiveness of their efforts, because they are not clear enough about precisely what skills or understanding pupils are expected to learn in that session. Teachers manage pupils’ behaviour very well in the Foundation Stage and well in nearly all lessons in Key Stage 1, and so learning is good. In some classes in Key Stage 1, however, a very small minority of pupils occasionally exhibit challenging behaviour traits that are not always managed effectively enough.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. Where lessons are less effective, for example, in music lessons in Key Stage 1, teachers’ expectations of pupils’ behaviour and attention is not high enough, with the result that pupils, especially the higher-attaining ones, do not concentrate enough or make the efforts to learn that they should and do not make as much progress as they could. In some other, less effective lessons in this key stage, the pace of learning is not as swift as it could be, sometimes because teachers require pupils to sit and listen for too high a proportion of the lesson, and so pupils do not progress as well as they might because they are not actively learning. Also, teachers’ questioning often does not probe pupils’ understanding enough and does not require them to develop their speaking skills or use appropriate technical vocabulary; in these lessons, teachers do not pose open-ended questions or challenge even correct answers to promote discussion.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. The more effective lessons, such as an English lesson in the reception classes, a mathematics lesson in Year 1 or a physical education lesson in Year 2, are characterised by: • clear learning objectives that are shared with pupils at the beginning and reviewed at the end, so that they know the purpose of the lesson and can judge the extent of their success; • very good relationships, so pupils are very willing to work hard and to make real efforts to learn; • very suitable activities that challenge all pupils and require them to concentrate actively and become involved in their own learning for a high proportion of the time; • very good questioning that involves all pupils, probes their understanding and requires them to answer fully and, occasionally, to justify their ideas and opinions; • the use of appropriate subject vocabulary; and • a very good pace to the lesson, so pupils’ interest is retained throughout the lesson.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. The teaching of pupils with special educational needs is good, overall, and occasionally very good. Pupils’ needs are assessed carefully and teachers devise tasks that match each individual’s needs and interests closely. Support assistants are deployed well and make a good contribution to pupils’ progress. They are well-qualified practitioners who use a wide range of effective teaching strategies and resources skilfully. Because relationships are very good when working in small groups, either in the class or in withdrawal groups, pupils are well motivated and make good efforts to complete the work set correctly. Support assistants keep detailed written notes of pupils’ progress, which are shared regularly with the class teacher and which are taken fully into account when planning further work for these pupils. As a result of this good practice, subsequent activities build logically on what pupils already know, understand and can do; this helps to

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

ensure good progress for these pupils in relation to their prior attainment when they are closely supported and a rate of progress that is similar to that of their peers when there is no such support.

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PUPILS OR STUDENTS?

Anton Infant School, Andover - 15 25. The quality and range of opportunities for learning provided by the school are good, overall, at both the Foundation Stage and Key Stage 1, although there is a need to develop the curriculum further to ensure that higher-attaining pupils are fully challenged. The school provides a broad and balanced curriculum and subjects are taught in accordance with the National Curriculum and the locally Agreed Syllabus for religious education, which is an improvement since the last inspection. The quality and range of learning opportunities are good in all areas of the curriculum for the Foundation Stage, except physical development where provision is satisfactory; the school has plans for further development. In Key Stage 1, the quality and range of learning opportunities are good for English, including literacy, mathematics, including numeracy, art and design, religious

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PUPILS OR STUDENTS?

education and science, and satisfactory for all other curriculum subjects, except for geography and ICT where they are unsatisfactory. This is because of the combined effects of a lack of leadership and of a useful scheme of work in geography while, in ICT, it is because the planned developments have not yet taken place and the use of ICT to support other subjects is not developed sufficiently.

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26. The only current provision for extra-curricular activities to enhance and extend curriculum learning is a French Club limited to 14 members, and an occasional school disco. While this is broadly appropriate for pupils of this age, parents would like to see the amount of provision developed further and the school has satisfactory plans to address this aspect of its provision. The school provides good opportunities for all pupils to learn equally and to make progress.

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PUPILS OR STUDENTS?

27. Since the last inspection, there has been good improvement in curriculum provision. Whole school planning has improved as teachers have adopted a subject-based system, restricting the range of activities that pupils are engaged in and emphasising one subject per lesson. This has enabled teachers to concentrate on making timely interventions that help pupils overcome difficulties and so remove barriers to their learning. However, the medium and short-term plans still preserve cross-curricular topics and activities where appropriate, particularly in the humanities: for example, Year 2 pupils use their design and technology skills well to produce a model in a shoe box of ‘my special place’ that contributes to their religious education. The school is using national planning and guidelines but still needs, in subjects other than English, mathematics, science and art and design, to develop clear schemes of work that identify in a logical sequence the skills,

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knowledge and understanding to be learned at each stage of a pupil’s development.

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PUPILS OR STUDENTS?

28. There have been significant improvements in the provision for personal and social education throughout the school and the benefits are now evident in class lessons and in pupils’ work. Teachers’ time and work for pupils are planned carefully to ensure pupils are engaged in appropriate activities. The school fully meets the requirements for daily collective worship.

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PUPILS OR STUDENTS?

29. Provision for pupils with special educational needs is good. The early assessment of children in the Foundation Stage is good practice and leads to early support for their learning difficulties. All the required paperwork is up to date. The targets for learning on pupils’ individual education plans (IEPs) vary in the extent to which they are sharply focused on attainable improvements over a reasonable period of time. Throughout the school, adult support is targeted very closely and regularly at those with the most need and is effective in ensuring that these pupils make good progress in these sessions. The policy for special educational needs has recently been reviewed and is good. Liaison with appropriate outside agencies, for example physiotherapists and psychologists, is good and contributes significantly to the overall provision made by the school.

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PUPILS OR STUDENTS?

30. All classes have half an hour per week of personal and social education. The provision for personal, social and health education, including sex education and attention to drug misuse, is good and is covered within curriculum subjects, such as science and religious education, and in assemblies. Anton Infant School, Andover - 16 31. There are good links with the community and local schools. A good range of visits and visitors to the school enriches pupils’ personal development. Visits from the local policeman, lollipop lady and the fire brigade help pupils to understand the role of people who help us, and the importance of co-operation. Visits to the local supermarket and bookstore broaden pupils’ understanding of the differing roles that people play within it. There are many examples of supporting local and international charities: bringing Harvest produce to donate to a local crisis centre, pupils making items to sell at Christmas and

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PUPILS OR STUDENTS?

Easter Fairs, and donating items to be packed in shoe boxes and sent to war zones and areas of natural disasters. Induction and transfer arrangements into the school and to the adjacent junior school are very good. A carefully managed series of pre school visits to nurseries and family homes ensures that entry into full time education is stress free. Collaborative events are organised to ensure that the pupils transferring are fully aware of the next stage of their education. Pupils who transfer into the area during the school year are both welcomed and integrated quickly into the life of the school. These links make a very good contribution to the work of the school.

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PUPILS OR STUDENTS?

32. The provision for pupils’ personal development, including spiritual, moral, social and cultural development, is now good, which is an improvement since the last inspection.

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PUPILS OR STUDENTS?

33. Provision for pupils’ spiritual development throughout the school is good. The strong ethos of the school offers a secure environment where pupils are made aware of their responsibilities as members of a community. Reception children are encouraged to value everyone through stories, such as ‘Farmer Duck’. Stories are used well to help pupils consider the importance of helping others. A significant feature of spiritual provision is the way the school values pupils’ work. Throughout the school, the presentation of pupils’ work is very good, for example, artwork is attractively displayed. All pupils have their own special book containing samples of best work from across curriculum areas. Good opportunities for reflection are provided during assembly time: for example, the requirement for two pupils to complete a seemingly impossible task leads to the sudden realisation by many that co-operation is often much more successful than pursuing self-interest. These

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assemblies are planned well and provide opportunities to reflect on things that make the world a better place. Joy in learning was observed in assembly and many class lessons, often strongly influenced by the teachers’ enthusiasm.

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PUPILS OR STUDENTS?

34. The provision for pupils’ moral development is good, beginning from the day the children start school. Expectations of good behaviour are clearly identified and reinforced by all staff. Pupils reflect on their own experiences and have a very clear understanding of right and wrong. Class targets and ‘rules’ are clearly visible in all classrooms, with teachers making reference to them throughout the day and praising good behaviour to promote positive values. This strategy is enhanced by the school caretaker giving a weekly award for the tidiest classroom in the school. Mid-day supervisory staff also reinforce the rules well on the playground, and the lunchtime supervisor makes a weekly award to the politest class.

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PUPILS OR STUDENTS?

35. Provision for pupils’ social development is good. Pupils in the reception classes are encouraged to take care of and consider the feelings of others. The strong sense of family is initiated in the reception classes where families are valued; this continues throughout the school. Stories are used well for older children to consider the importance of helping others. Pupils develop a sense of responsibility through experience of being monitors. For example, the pairing of Year 2 ‘reading buddies’ with children in the reception classes has had a powerful effect on pupils’ social development, increasing empathy for, and understanding of, others. During the inspection pupils performed duties such as arranging and clearing away classroom equipment, opening doors for adults and politely reminding others of their responsibilities on the ‘monitor list’: this plays an important role in developing pupils’ self-confidence, self-motivation and independence. From the time the children enter

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the school, good relationships between parents, children and all adults in the school are well established. Pupils interact well with each other in informal play situations. In lessons, Anton Infant School, Andover - 17 pupils work alongside each other well and co-operate well with a partner or in small groups. This was observed, for example, when small groups of pupils were recording their observations about the conditions that plants need if they are to grow. Opportunities for pupils to develop independence are good and have developed significantly since the last inspection.

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PUPILS OR STUDENTS?

36. Overall, provision for pupils’ cultural development is satisfactory. Pupils are encouraged to dress up as book characters for a day, make traditional hand puppets and draw and write about visitors to the school. Visits by the Bournemouth Symphony Orchestra and a storyteller focusing on African and Indian enrich literacy and music, extending aesthetic and cultural experiences. However, while pupils have a satisfactory understanding of their own culture, they have limited knowledge of other cultures represented in our multi-ethnic society.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. Since the last inspection the school has made satisfactory progress in developing assessment and the use of assessment to inform planning. The turbulence and constant changes of senior management have affected the implementation and use of assessment to inform planning. Practice was left to individuals and lacked consistency. Assessment procedures are now more consistent across the school and all teachers are using the same formats.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Procedures for assessing pupils’ attainment and progress are satisfactory overall with good procedures evident in English, mathematics and science. In these subjects only, teachers use assessment information well to identify strengths and weaknesses and to inform planning. This has been effective, for example, in developing setting procedures for mathematics in Year 2. In addition, a very good system of mathematics homework has been devised, which has been helpful in raising standards this year. These good procedures are not in evidence in all subjects and so pupils’ progress is less assured in those subjects.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Procedures for monitoring pupils’ academic performance are satisfactory, overall. All pupils are assessed regularly and their attainment is recorded on a tracking grid. In the better practice teachers check pupils’ progress and identify areas in need of further development. Progress is recorded on class sheets and this continues throughout the year. Records of pupils’ attainment on teachers’ class lists for literacy and mathematics make good reference to National Curriculum levels. Appropriate targets are set for individual pupils in English, mathematics and science. Teachers’ record-keeping is very good and the information is used by them to plan subsequent lesson, more effectively in Year 2 than in Year 1. Reading and spelling records are sound.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Assessment, recording and reporting in many of the foundation subjects does not enable work to be matched sufficiently closely to the individual and developing needs of the individual. In design and technology, history and geography, work is assessed at the end of a unit of work and tends to be in terms of how fully pupils have completed the expected workload, rather than identifying the skills gained and the understanding acquired; this does not allow teachers to plan further work that matches individual needs closely enough. In the better practice, teachers record assessments onto a grid and this information is communicated to the next teacher to be used for short term and medium term planning. There needs to be more consistency across subjects and all classes.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. There are good assessment and recording procedures in the Foundation Stage. The results of baseline assessments are used to forecast performance and attainment at the end of Key Stage 1. Pupils with special educational needs are identified early in the reception classes and appropriate individual education plans are identified. This is a strength and has been effective in raising standards and improving both progress and self- image for the individual child. Anton Infant School, Andover - 18 42. There are good systems and procedures for supporting pupils with special educational needs. Learning support assistants make regular and very thorough written records on pupils’ progress and these are shared with the class teacher and contribute to the individual education plans. These shared assessments are used well to modify provision and to amend targets on pupils’ IEPs. Provision for those pupils with statements

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The school continues to provide a good level of care to ensure the welfare and personal development of its pupils. All adults show compassion and understanding of the needs of individual pupils. They work together very well to ensure that everyone is fully looked after and is helped to develop into mature and confident young people.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Procedures for monitoring and promoting good behaviour and for eliminating oppressive behaviour are satisfactory. There is much good practice in the school but teachers’ expectations of pupils’ behaviour vary and, consequently, the effectiveness of the procedures is diluted. Behaviour management arrangements are linked effectively to pupils’ IEPs and these pupils are supported very well.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Child protection procedures and the arrangement to ensure the safety and welfare of the pupils are good. Members of staff have a responsible approach towards safety and welfare matters, coupled with good levels of practical support provided by the governors; this ensures effective day to day management. The newly appointed acting headteacher has effectively taken over the role of child protection co-ordinator. The child protection and health and safety policies are out of date and are overdue for review and endorsement by the governing body.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Procedures for promoting good attendance are good. Attendance levels have been sustained since the previous inspection. Registration and attendance data are recorded accurately and promptly. On the infrequent occasions when it is necessary, effective use is made of the educational welfare service.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Parents’ views of the school are very good. Inspection evidence confirms that the bonds the school has sustained have been a major contributory factor to the stability of the school during the period when it had no permanent headteacher in post. Parents appreciate most especially the efforts the school makes to consult with them when personal difficulties arise and that members of staff always find time to help to solve problems. The parents who completed questionnaires or who attended the meeting with the Registered Inspector believe that the school is very good at providing pastoral and welfare support. They also appreciate the opportunities they have to discuss formally the academic progress of their children. Parents who transfer their children into the school when they move into the area say that they settle quickly and confidently into the daily routine. They are also complimentary about the way the temporary leadership of the school has begun to improve

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. Inspection evidence confirms this very positive picture.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The annual reports to parents on pupils’ progress are very good. They report clearly on standards in relation to national expectation and set targets for improvement. The reports give opportunities for both parents and pupils to comment on progress and attainment, thus assuring the full involvement of all interested parties. The school brochure and the governors’ annual report are both well-presented and informative documents. The brochure has an unusually full range of information regarding the subjects the school teaches; with minor exceptions, these documents fully comply in the range of statutory information they provide. Anton Infant School, Andover - 19 50. The Parent Teacher Association is jointly run with the adjacent junior school. It works most effectively to promote the involvement of families in social and fund raising activities. Funds provided by the association are used to improve the fabric of the school,

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

for example, enhanced cloakroom facilities; currently funds are being accumulated to improve further the facilities within the school’s grounds. Many parents freely give their time to this organisation and also provide valuable support in the classrooms.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The parents of pupils with special educational needs are fully involved in the review of their children’s IEPs. Documents show that their consent has invariably been sought and given but many IEPs do not have the appropriate confirmatory signatures. Very good systems exist for encouraging pupils to take mathematical games for homework; very many do so and comments in the home/school diary indicate that parents are involved well in helping their children.

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