Other · Ofsted report

The Orchard Infant School

Inspected — · published 5 Oct 2001 · URN 124964

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No overall grade in this framework

Sarah McDermott

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Sarah McDermott
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124964

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Full report text

THE ORCHARD INFANT SCHOOL

Dates of inspection: 9 th – 12 th July 2001

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THE ORCHARD 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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THE ORCHARD 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. The Orchard Infant School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Bridge Rd East Molesey Surrey

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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: Mrs B Mallett

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 th December 1996 The Orchard Infant School - 2

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responsibilities

23744 Peter Howlett Registered inspector Science Physical education History Geography What sort of school is it? How high are standards? How well is the school led and managed? What should the school do to improve further? 9173 Sarah McDermott Lay inspector How high are standards? How well does the school care for its pupils? How well does the school work in partnership with parents? 18370 Kevin Johnson Team inspector English Foundation Stage Music Art and design How well are pupils taught?

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responsibilities

21796 James Walsh Team inspector Mathematics Information and communication technology Religious education Design and technology English as an additional language Equal opportunities Special educational needs How good are curricular and other opportunities offered to pupils?

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responsibilities

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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responsibilities

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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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House 33 Kingsway London The Orchard Infant School - 3 WC2B 6SE The Orchard Infant School - 4

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PART A: SUMMARY OF THE REPORT 4 - 7

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? 8 - 11

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

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INFORMATION ABOUT THE SCHOOL

The school is an average sized infant school for boys and girls aged four to seven years. Currently there are 201 on roll. Children can start school from the beginning of the academic year in which they are five. There are 67 children under five in three reception classes organised by age. The school is situated in a residential suburb of London in East Molesey close to Hampton Court and the River Thames. About half the pupils live in the immediate locality and the rest travel from further afield, They live predominately in owner-occupied accommodation. Ninety two per cent of pupils come from white UK heritage. The proportion of the school population (six per cent) for whom English is an additional language is higher than the national average. Two of these pupils are an early stage of English language acquisition. Three per cent of pupils are eligible for free school meals, which is well below the national average. Twenty one per cent of pupils are on the school’s register for special

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INFORMATION ABOUT THE SCHOOL

educational needs which is close to the national average. Three pupils have statements of special educational needs. Most pupils have received some pre-school education and the range of attainment on entry is broad, but, overall, it is above levels typically found nationally.

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HOW GOOD THE SCHOOL IS

Orchard Infants is a good school with many strengths. Pupils achieve well and attain high standards. The school is well led and managed and the quality of teaching is good. The high quality of relationships within the school community underpins its caring ethos. The school gives good value for money.

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What the school does well

• Pupils achieve high standards in English, mathematics and science and good standards in art and design and religious education, because of good teaching. • Pupils’ attitudes to learning, their personal development and the quality of relationships within the school are very good and lead to good quality learning. • The provision for pupils’ social and moral development is very good and adults provide very good role models in how to behave and treat one another. • Links with parents are very good. Parents are very supportive of the school, its aims and values. • The school looks after its pupils very well and its procedures for ensuring their welfare are very good. • The headteacher provides strong and very effective leadership to the school community.

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What could be improved

• Pupils’ achievements in information and communication technology. • Pupils’ skills of enquiry, particularly in history and geography. • Consistency in the quality of teaching and learning for children in reception classes. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress since the last inspection in December 1996, particularly in the last two years under the direction of the present headteacher. It has successfully addressed the issues raised by the previous inspection: curriculum planning, provision for pupils’ spiritual and cultural development and library provision have improved; the school now complies with the requirements for an act of collective worship; pupils’ handwriting and presentation are better and their punctuality is now satisfactory. Standards have improved substantially in English, mathematics, science and religious education with much of this improvement taking place in the last two years. The school has been particularly successful in raising the achievements of its more able pupils. Effective monitoring and support procedures have helped to improve the quality of teaching. The headteacher enjoys the support of committed staff and governors and the school is well placed to improve further.

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STANDARDS

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

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Key

Mathematics A A A* A Highest 5% nationally well above average above average average below average well below average A* A B C D E

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Key

In the 2000 national tests, the percentage of pupils reaching Level 2 was well above the national average in reading and writing and very high in mathematics. The school exceeded the targets set for the percentage of pupils attaining Level 2 or above in reading and mathematics and equalled it in writing. The percentage of pupils achieving Level 3 was very high in mathematics, well above the national average in reading, but only average in writing. Performances in reading and writing tests have generally been above the national average over the last four years. Test results in mathematics have risen sharply over the last four years from average to the top five per cent nationally. The validated results for 2001 show that the school has sustained its very good levels of performance in mathematics, with a good improvement in the proportion of pupils achieving Level 3 in reading and writing.

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Key

Inspection evidence confirms that pupils in Years 1 and 2 make good progress and that standards achieved by seven year olds in English, mathematics and science are well above those typically found nationally. Pupils achieve good standards in art and design and religious education. They achieve satisfactory standards in design and technology and music. In physical education, pupils achieve good standards in swimming and games skills. Their geographical knowledge is good and historical understanding satisfactory, but the development of skills is less secure. Standards in information and communication technology are similar to those typically found nationally, but pupils’ achievements could be higher. Children’s achievement in the reception classes is satisfactory and, sometimes, good against their prior attainment.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to school. They enjoy school and in lessons they show enthusiasm and keenness to learn and find out more. Behaviour, in and out of classrooms Behaviour is good in lessons and pupils respond positively to teachers’ expectations. Behaviour around the school is very good. Pupils play happily together in the playgrounds. The school is a quiet orderly and cheerful community. Personal development and relationships Relationships in the school are very good. Pupils form friendly and supportive relationships and show respect for the feelings and values of others. They are polite, well mannered and demonstrate good social skills. They take good responsibility for their own learning, but there is room for improvement in their enquiry skills. Attendance Rates of attendance are well above those achieved in other primary schools. Punctuality is satisfactory. The Orchard Infant School - 7

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Aspect Comment

The quality of relationships, their attitudes to learning and their behaviour make a significant contribution to the quality of learning and the progress that pupils make.

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

Lessons seen overall Satisfactory 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 of pupils: aged up to 5 years aged 5-7 years

The overall quality of teaching and learning is good. Seventy-seven per cent of the 44 lessons observed were good or better, including 23 per cent very good lessons and five per cent excellent lessons. Seven per cent of lessons were less than satisfactory, including two per cent poor lessons. This is an improvement since the last inspection when 19 per cent of lessons were unsatisfactory and only 10 per cent were very good or better. However, the quality of teaching is inconsistent in the reception classes. Although there are examples of very good and excellent teaching, there was also some poor teaching. Teaching of basic literacy and numeracy skills is good. Teaching is good in science, design and technology, music and religious education. Teachers are conscientious, hard working and lessons are well prepared and planned. Teachers know their pupils well and the very positive and constructive relationships underpin the calm and purposeful atmosphere throughout the

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

school. Teachers have high expectations and this ensures that most pupils are challenged and encouraged to do their best. This results in good learning and a positive response to tasks set. Teachers explain clearly to pupils what they should know by the end of the lesson and this makes teaching and learning more focused. Homework is used well to support pupils’ learning. Pupils with special educational needs and those with English as an additional language are taught effectively, enabling them to make good progress.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and balanced and the quality and range of learning opportunities provided for pupils at Key Stage 1 are good. The school gives high priority to English, mathematics and science. Provision for pupils’ personal, social and health education is very good.

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Aspect Comment

Provision for pupils with special educational needs Provision for these pupils is good. The school is effective in identifying pupils with learning difficulties. Class teachers plan effectively to meet their learning needs in lessons.

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Aspect Comment

Provision for pupils with English as an additional language Provision is good. Teachers provide good support in lessons and the school monitors the progress of these pupils well.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for pupils’ moral and social development is a strength of the school. Adults around the school, both staff and parents, provide very good role models. Provision for pupils’ spiritual and cultural development has improved since the last inspection and is good.

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Aspect Comment

How well the school cares for its pupils Arrangements for promoting pupils’ wellbeing and health and safety are very good. There are very good procedures in place to monitor and support their personal development. Procedures for assessing their attainment and progress are sound, overall, although undeveloped in ICT and foundation subjects. The Orchard Infant School - 8 The school values the views of parents and has established very good links with them. In response, the contribution of parents to their children’s learning, whether at home or at school, is excellent. The Orchard Infant School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very good quality leadership. She gives the school a very clear sense of direction and her vision, high expectations and the high quality of her own teaching are significant factors in promoting high standards. She is ably supported by senior staff. The coordination of the core subjects is good. Co-ordinators of foundation subjects give sound leadership, but they do not evaluate provision and standards rigorously enough.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body plays a purposeful and effective role in shaping the direction of the school and fulfils its statutory responsibilities well. Governors are very knowledgeable about the school and are fully involved in planning, decision-making and policy-making.

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Aspect Comment

The school’s evaluation of its performance The school makes good use of a range of data to evaluate its own performance. The school has developed successful measures for gathering and assessing information about pupils’ achievements and uses this information effectively to take action and raise standards. Procedures for monitoring and improving teaching are effective.

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Aspect Comment

The strategic use of resources The school makes good use of its resources. Financial planning is very good and its educational priorities are clearly linked to the budget. The school takes effective measures to ensure that it gets best value for money. Staffing levels, accommodation and resources are good and used well. Support staff make a valuable contribution to pupils’ learning. The school gives good value for money.

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What pleases parents most What parents would like to see improved

• The school is well led and managed. • Children like to come to school. • Children make good progress. • The good behaviour in the school. • Teaching is good. • The school expects their children to work hard, do their best and become mature and responsible. • The school works closely with parents and staff are approachable. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views of the parents. The inspection team judges that the school, given the ages of the pupils, provides a satisfactory range of extra-curricular activities. The Orchard Infant School - 10

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The school’s results and pupils’ achievements

1. Children’s attainment, overall, in language and communication skills, mathematical knowledge and knowledge and understanding of the world on entry to the reception classes is above that typically found nationally. By the time they enter Year 1, most children exceed the expected standards in the areas of personal, social and emotional development, communication, language and literacy, mathematical and creative development and in their knowledge and understanding of the world. Children reach the expected standards in their physical development. Their achievement in the Foundation Stage, in all areas of learning, is satisfactory and sometimes good, against their prior attainment.

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The school’s results and pupils’ achievements

2. Results in the 2000 national tests and tasks for Year 2 pupils were very high in mathematics, well above the national average in reading and above average in writing. When compared to schools with a similar intake, results were well above average in mathematics, above average in reading and average in writing. Results in reading and writing have generally been above national averages over the last four years, although there was a dip in reading results in 1999 which was more than rectified in the 2000 tests and a small downturn in writing results in 2000. Mathematics results have risen sharply over the last four years from matching the national average to being in the top five per cent of schools nationally. In science, teacher assessments indicated that standards were below those typically found nationally.

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The school’s results and pupils’ achievements

3. In the 2000 tests, the percentage of pupils achieving Level 2 was well above the national average in reading and writing and very high in mathematics. The targets set for the percentage of pupils attaining Level 2 or above were 96 per cent in all three tests. These were exceeded in reading and mathematics and equalled in writing. The percentage of pupils achieving Level 3 was very high in mathematics, well above the national average in reading but only average in writing. The validated results for 2001 show that the school has sustained its very good levels of performance, attaining its targets set for the percentage of pupils achieving Level 2 (97 per cent) in reading, writing and mathematics. There was a good improvement in the proportion of pupils achieving Level 3 in reading and writing and a further smaller increase on the existing high proportion of pupils achieving Level 3 in mathematics. In

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The school’s results and pupils’ achievements

science, teachers’ assessments showed a substantial improvement on those of the previous year.

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The school’s results and pupils’ achievements

4. Pupils’ achievements in Years 1 and 2 are good, overall. Given the above average standards on entry to the school, pupils achieve well in relation to their prior attainment throughout Key Stage 1.This is a significant improvement since the previous inspection, which judged that standards achieved by pupils required some improvement. Inspection evidence confirms the results of national tests and assessments and that standards in reading and writing and science are well above those expected nationally, whilst attainment in mathematics is very high. Pupils achieve good standards in art and design and religious education and in elements of physical education and geography and satisfactory standards in other subjects.

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The school’s results and pupils’ achievements

5. The improvement in standards is largely attributable to the headteacher who has put in place effective strategies over the past two years. The headteacher has clearly identified the main areas of underachievement, namely in writing and science and, in particular, the achievements of the more able pupils. Effective target setting, based on good analysis of assessment data, raising teachers’ expectations with challenging targets for pupils and improving the quality of teaching through effective support and monitoring have helped to address the main areas of underachievement and raise standards. Pupils make good progress, because the quality of teaching and learning has improved and is generally good. Improving the standards of the more able pupils remains a high priority within the school. Higher attaining pupils make good progress in English, mathematics and science. The proportion of pupils working at levels above those expected for their ages in these subjects is

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The school’s results and pupils’ achievements

well above that typically found nationally. However, in history and geography they are not The Orchard Infant School - 11 always sufficiently challenged. The two children in the Foundation Stage identified as being gifted make good progress. Teachers provide good support in lessons and the school monitors their progress well. 6. Pupils with special educational needs make good progress in relation to their prior attainment. They make good progress towards the targets in their individual education plans. They receive good support in literacy and numeracy lessons from teachers and other adults to achieve standards in line with their ability and aptitude. Pupils who have English as an additional language make good progress. Teachers plan to meet the learning needs of these pupils in line with those of other pupils with similar levels of attainment and they have no difficulties in learning alongside their peers in classes. No significant differences between the performances

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The school’s results and pupils’ achievements

7. Pupils achieve well in developing their literacy skills and standards are well above those typically found for their ages. Since the last inspection, the school has maintained the good standards that pupils achieve in speaking and listening skills and has improved standards in reading and writing. Pupils continue to make good progress in developing their speaking and listening skills. They are articulate, use a good range of vocabulary and speak with confidence to a variety of audiences. Most pupils listen attentively to teachers. There has been a strong focus on the teaching of reading and pupils achieve well. They read with fluency and expression and demonstrate a clear understanding of what they read when retelling their stories in their own words. They read a wide range of words accurately and have the skills to work out the words they find difficult. The refurbishment of the library and replacement of

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The school’s results and pupils’ achievements

books has a very positive input on pupils’ attitudes to reading and the development of good library skills. Improving standards in writing has been a school priority. Pupils now achieve very good standards and, by the age of seven, most pupils express ideas fluently in writing. They write accurately with good punctuation and spelling for a range of purposes, using a legible jointed script. Handwriting is satisfactory, but, in some pupils’ work, letter size and spacing are inconsistent and some letters are poorly formed.

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The school’s results and pupils’ achievements

8. Standards in mathematics are a strength of the school. Pupils’ achievements are better and standards higher than at the time of the last inspection. Pupils make good progress because of teaching that engenders very positive attitudes and gives pupils a high level of challenge in all aspects of the subject The implementation of the National Numeracy Strategy is having a positive impact in developing pupils’ strategies for mental calculations. Pupils’ use of mental strategies and ability to make mental and written calculations exceed expected levels. By the age of seven years, they have a secure understanding of place value and use a range of methods to mentally solve problems. Pupils solve problems related to number at a level above that expected for their ages, showing independence and originality in their thinking.

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The school’s results and pupils’ achievements

9. In science, there has been a substantial improvement in standards of attainment since the last inspection. Pupils make good progress and their achievements are well above expected levels. Pupils have good knowledge and understanding of basic scientific ideas. They gain understanding through discussions, observations and investigations and record their findings in a variety of ways. Attainment in investigative skills is consistently good across the school. By seven years old, pupils begin to understand the need for making a test fair, make predictions and test out their ideas in groups. The school has raised the profile of the subject among pupils and reorganised the teaching of science to enable all Year 2 pupils to be taught separately from the Year 1 pupils.

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The school’s results and pupils’ achievements

10. In religious education, there has been a significant improvement in standards since the last inspection. Pupils make good progress and standards exceed those expected in the locally Agreed Syllabus. By the age of seven years, pupils can describe the main beliefs of three world religions. They have built up a deep knowledge and understanding of symbols and rituals performed in these places of worship. Factors which have contributed to this include the effective leadership of the co-ordinator, teachers’ good subject knowledge and pupils’ good responses.

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The school’s results and pupils’ achievements

11. In art and design, standards are better than those typically seen by the age of seven. Skills such as colour mixing and observational drawing are taught in a systematic way and there is good breadth to the curriculum. For example, pupils learn good techniques in clay modelling The Orchard Infant School - 12 and sculpture as well as in collage and weaving. In physical education, pupils’ skills in games are above expected levels and, in dance, are similar to those typically found nationally. Standards in swimming are good. As a result of good provision pupils make good progress and develop water confidence and competence in swimming well above that generally found in infant schools nationally.

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The school’s results and pupils’ achievements

12. In design and technology, music, information and communication technology, history and geography, standards are similar to those at the time of the last inspection. In design and technology and music, standards are in line with expectations and pupils’ achievement is satisfactory. Although standards in information and communication technology are similar to those typically found nationally, pupils’ skills are not promoted sufficiently in order to raise pupils’ achievement. Pupils’ geographical knowledge is better than that found nationally, while their historical knowledge is similar to that found nationally. However, the development of skills in both these subjects is less secure.

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Pupils’ attitudes, values and personal development

13. Pupils have very positive attitudes to school. Nearly all parents report that their children like coming to school and this is more than evident at the beginning of the day. There is a buzz of happy chatter as they greet their teachers and friends and say good-bye to their parents. All pupils are enthusiastic about school and lessons. For example, in a design and technology lesson in a mixed reception and Year 1 class on making moving penguins, all the pupils listened very carefully to the instructions, were thoroughly involved in the discussion about the best methods and could not wait to get started in cutting out their own penguins. During the inspection many pupils were keen to tell the inspectors what they liked best about school and to explain the school routines. They know the daily procedures very well. In ERIC (Everybody Reading In Class) sessions the pupils settle down very quickly and know exactly which group

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Pupils’ attitudes, values and personal development

activity to join. Pupils take part enthusiastically in the French and football clubs after school. Whenever there is a job to be done, whether in class or around the school, pupils are proud to contribute to school life.

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Pupils’ attitudes, values and personal development

14. The behaviour of the pupils is good. There has been only one exclusion for a day in the last school year. Most pupils behave well in lessons, so learning is smooth and productive. There are a few pupils who have challenging behaviour, but they are managed very well and generally do not disrupt learning for the others. If there is a little inappropriate behaviour, most other pupils have high levels of self-discipline and are not distracted from their learning. However, in some lessons where the pace is slow or the task is insufficiently challenging pupils start to fidget and their attention wanders. Outside in the playground pupils are very well behaved. A good range of activities keeps them active and amused. There is hardly any bullying in the school. The incident book has very few entries over the last few years and most refer to high spirited silliness rather than unacceptable or unpleasant behaviour. Overall, the

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Pupils’ attitudes, values and personal development

school is an orderly and cheerful community.

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Pupils’ attitudes, values and personal development

15. The personal development of the pupils is very good. Children in reception classes settle into school life very well and are soon able to cope with the routines and expectations. Pupils are polite, well mannered and demonstrate good social skills. At lunchtime, the pupils eat sensibly, carry on lively conversations and contribute to a pleasant occasion. They have a good understanding of the impact of their actions on others and are aware that if they behave inappropriately their friends may be upset or hurt. Pupils are very quick at the end of lessons to clear up and help their teachers. However, on some occasions they show a lack of initiative, as when nearly the whole class walked over letters for parents that had fallen on the floor! Pupils have a well-developed respect for the feelings and values of others. In assemblies and religious education lessons, pupils listen with interest about the ways of life and worship of

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Pupils’ attitudes, values and personal development

people with different religions and lifestyles. In a geography lesson following the travels of Barnaby Bear, the reception and Year 1 pupils were very interested to hear about their friends’ experiences abroad and how the sun affects the skin of a member of the their class of African descent. Many pupils are beginning to take good responsibility for their own learning, by using dictionaries and research books, but there is still room for improvement in their enquiry skills. The Orchard Infant School - 13 16. Relationships in the school are very good. Pupils get on equally well with adults or their fellows. They form supportive relationships and are keen to help each other. The younger pupils collaborated particularly well in a windy physical education session when they worked in mixed teams to practise for sports day. Pupils appreciate the good work and achievement of each other. In a Year 2 design and technology lesson, the pupils enthusiastically appraised

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Pupils’ attitudes, values and personal development

each other’s puppets and padded “mini beast” book covers with responses such as “Wow! That’s wicked!” The school is a very harmonious, friendly place and the current pupils have maintained the positive attitudes to learning seen at the last inspection. Pupils for whom English is an additional language and pupils with special educational needs are happy and settled.

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Pupils’ attitudes, values and personal development

17. Attendance is very good. In the academic year 1999/2000 the rate of attendance was well above the national average and these very good figures have been maintained in the current year. In the last two years the school’s attendance levels have improved at a greater rate than the national increase. The judgement on attendance is the same as that at the last inspection. The very good attendance plays a significant part in the high attainment of the pupils.

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Pupils’ attitudes, values and personal development

18. The punctuality of the pupils has improved since the last inspection and is now satisfactory. Registers are called promptly at 9.00am and there are very few pupils who arrive late for the start of the school day.

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HOW WELL ARE PUPILS TAUGHT?

19. Taking into account the analysis of pupils’ work and lessons observed, the quality of teaching, overall, is good. Seventy-seven per cent of lessons observed were good or better, including 23 per cent very good lessons and five per cent excellent lessons. Seven per cent of lessons were less than satisfactory, including two per cent poor lessons. This is a good improvement since the last inspection when 19 per cent of lessons were unsatisfactory and only 40 per cent were judged good or better. Since the last inspection, many shortcomings have been addressed through appropriate training and effective procedures for monitoring and evaluating the quality of teaching. The greater amount of good teaching and significantly smaller proportion of unsatisfactory teaching shows good improvements, which are reflected in the improved standards and achievements of pupils.

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HOW WELL ARE PUPILS TAUGHT?

20. Teaching is stronger in Key Stage 1 than in the Foundation Stage where the quality of teaching and learning is more variable. Teaching is satisfactory in the reception classes. Although there are examples of very good and excellent teaching in these classes across the range of areas of learning, there was also some poor teaching, which resulted in poor learning. Teaching is good In Key Stage 1 because good teaching is more consistent. Over 80 per cent of lessons observed were good or better and there is a creditable amount of very good teaching. There was also a very small amount of unsatisfactory teaching and learning. The quality of teaching of English, mathematics, science and religious education has improved since the last inspection and is now good, resulting in better levels of achievement.

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HOW WELL ARE PUPILS TAUGHT?

21. Teachers are hardworking and conscientious. Their lessons are well organised and prepared. A weakness in teaching at the time of the last inspection was the lack of clarity in lesson objectives. This is no longer the case. Lessons are well planned and based on clearly identified learning objectives. These are shared well with pupils and frequently referred to during the course of lessons, so that pupils are clear about what they are learning and why. There is a positive ethos for learning. Teachers have high expectations of how pupils will behave in lessons and the amount of work they will produce and give good encouragement to pupils for their efforts. Pupils respond positively to this approach. Relationships are good and teachers show good care for pupils and respect their interests and opinions. Teachers value the contribution pupils make to the lessons, so pupils work with confidence, take a full part in

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HOW WELL ARE PUPILS TAUGHT?

class discussions, try things for themselves and ask and answer questions.

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HOW WELL ARE PUPILS TAUGHT?

22. Basic skills in literacy and numeracy are taught well across the school. The school has embraced the strategies recommended in the national frameworks effectively, so there is a clear focus on the systematic teaching of phonic and number skills. This results in good The Orchard Infant School - 14 progress in both reading and writing and the development of mental strategies to solve number problems.

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HOW WELL ARE PUPILS TAUGHT?

23. There are particular strengths in the teachers’ subject knowledge in science, design and technology and religious education. Science is taught particularly well and learning in Year 2 is enhanced by the organisation of pupils into smaller groups. Teachers’ good subject knowledge enables them to plan a good balance of activities, with an emphasis on using and applying scientific knowledge. The quality of learning is good, because pupils develop their knowledge and understanding through challenging activities which interest and motivate pupils, such as identifying mini-beasts as a result of pond dipping. Their very good attitudes to learning are a significant factor leading to their good progress. Likewise in design and technology, teachers use their good knowledge to plan appropriately challenging activities.

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HOW WELL ARE PUPILS TAUGHT?

24. Features of the high quality teaching seen in some areas are underpinned by teachers’ very good knowledge of their pupils. This enables them to plan suitable work for all ability groups so that all can achieve well. In a religious education lesson, for example, more able pupils consolidated their knowledge of Judaism by writing about a ‘special day’, while others reflected on their visit to a synagogue and wrote a list of the artefacts they saw there. In that lesson, all pupils worked at an appropriate level of understanding and language ability. Teachers maintain high expectations by explaining clearly to pupils what they should know by the end of the lesson. This makes teaching more focused on the objective and improves the pace of the teaching and learning. Such a lesson was seen in a reception class where teaching resulted in pupils sequencing events in a story to produce a beginning, middle and

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end. The challenge to pupils’ language skills and the quality of work produced by the children reflected fully the very skilful management of their learning by the teacher.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers effectively plan to meet the wide range of pupils’ learning needs. Teaching of pupils with special educational needs and of those for whom English is an additional language is good. Pupils are not withdrawn from the class, but are given additional support in the classroom. Work is carefully planned and organised and the pupils have good support from classroom assistants so they make good progress. Teachers use the information from pupils’ individual education plans to plan effectively tasks that they can perform confidently. Teachers generally plan worthwhile opportunities within the curriculum for higher attaining pupils and these pupils make good progress in literacy and numeracy lessons. Teachers ensure that the two children identified as gifted and talented children are given appropriate work to extend their learning experiences, particularly in literacy and numeracy

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HOW WELL ARE PUPILS TAUGHT?

26. Teachers use learning resources well to support pupils’ learning. Computers are used effectively in geography and science lessons, for example, and music and physical education lessons are also well resourced, enabling pupils to take part fully in all lessons. On-going assessment of learning in the time at the end of lessons is good. Teachers question pupils effectively, posing open questions well to extend pupils’ thinking and draw out ideas.

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HOW WELL ARE PUPILS TAUGHT?

27. The use of homework is good throughout the school. Pupils conscientiously take reading books home each evening. There is a good system for dialogue with parents to map children’s progression. Basic skills are effectively extended by regular numeracy and literacy tasks as well as reading.

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HOW WELL ARE PUPILS TAUGHT?

28. Unsatisfactory teaching and learning occur when teachers do not assess what pupils already know about a topic. This results in pupils’ knowledge and understanding not being sufficiently challenged by new learning. Ineffective planning led to an unproductive lesson for reception pupils, because the teacher did not have enough strategies planned to engage all pupils. Instructions were unclear, so many pupils were not sure about what to do. Learning in one English lesson was unsatisfactory because the teacher did not adjust the organisation and planning of the lesson to accommodate the groups of pupils being withdrawn to have swimming lessons. The pupils remaining in the class completed ‘time filling’ and unproductive activities. Common areas for development of teaching within the whole school lie in the more effective use of the concluding part of lessons, the use of numeracy to support work across

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HOW WELL ARE PUPILS TAUGHT?

the curriculum and better use of computers to support writing. Although classroom assistants make a very good contribution to pupils’ learning, their role, particularly during whole class The Orchard Infant School - 15 teaching at the beginning and end of lessons, sometimes lacks focus such as monitoring the behaviour or learning of pupils.

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29. The quality and range of the learning opportunities provided for children in the Foundation Stage is satisfactory. For pupils in Key Stage 1, the quality and range of learning opportunities is good.

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30. The curriculum in the reception classes is planned to take account of all the required areas of learning for this age. There is good attention to the development of pupils’ basic literacy and numeracy skills. Appropriate emphasis is also given to the personal, social and emotional development of children. The range of learning opportunities in the reception classes builds well on the attainment that children have on entry. The school helps children to become confident learners by providing a rich and stimulating environment. However, limited indoor space places some restrictions on the range of activities available to children.

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31. The curriculum in Key Stage 1 is suitably broad, balanced and relevant. It gives pupils opportunities to learn effectively in all subjects. It meets the statutory requirements for the National Curriculum and religious education which follows the relevant locally Agreed Syllabus. However, there are limited opportunities for drama in the English curriculum. The amount of curriculum time in the school day is satisfactory, as are the allocations of times for individual subjects. A relatively high percentage of time is allocated to physical education, because all pupils have two swimming lessons each week for approximately a term. This is good provision, but the arrangements for swimming, although highly organised by the parents, cause some disruptions to the afternoon timetable, as there is continuous movement of pupils back and forth to the school swimming pool.

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32. Overall, curriculum planning is good and has improved since the arrival of the new headteacher. The school has successfully addressed the key issue from the last inspection on curriculum planning by putting policies and schemes of work in place for all subjects. The school uses national guidance together with the locally Agreed Syllabus as the basis for its schemes and the school has clear plans for keeping these under review. This is a good improvement since the last inspection. Medium term planning is good and clearly identifies what should be taught and at what level. Short term or weekly planning is good, as assessment opportunities are recorded and used well in literacy and numeracy. Considerable attention is given to the planning in the mixed year classes, particularly in religious education, to avoid repetition. In some subjects, such as design and technology, much thought has been given to selecting units of work to develop a broad range of knowledge and skills. In art and

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design, there is a whole school approach to implementing the subject requirements. Information and communication technology is planned to cover all requirements of the subject, but it is not yet taught in sufficient depth to raise pupils’ achievements. In geography and history, too little attention is given to the development of key enquiry skills as pupils move up through the school.

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PUPILS?

33. Appropriate priority is given to the national strategies for literacy and numeracy to maintain high standards. The effectiveness of the school’s strategies for teaching literacy skills is good. The structure adopted enables the teachers to respond suitably to the needs of the pupils. Strategies for developing pupils’ numeracy skills are also good. The time spent on mental arithmetic and developing mathematical language is an important factor in maintaining the very high standards in mathematics. However, plenary sessions at the end of numeracy lessons are not always used effectively. On occasions, these sessions have been rushed and have not had a positive impact on pupils’ learning.

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34. The curriculum is socially inclusive and provides good equality of opportunity for all its pupils. Provision is good for the pupils with English as an additional language. Most of these pupils are now fluent English speakers and work well alongside their peer group in class and they receive appropriate support from the class teachers. Provision for higher attaining pupils is good as well as for those children in reception, identified as gifted and talented. A policy for The Orchard Infant School - 16 able pupils has been introduced and all teachers are aware of their responsibility to meet the needs of these pupils when planning lessons. Provision for pupils with special educational needs is good. The school has a policy of early intervention and regular screening ensures that all pupils are monitored regularly and appropriate action taken. The school targets these pupils for additional support which is given in the classroom. The provision meets statutory

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requirements for pupils with statements of special educational needs and there are very clear processes for identifying such pupils. Individual educational plans are provided for all pupils who are at Stage 2 and beyond on the school’s special needs register. They are of good quality and are reviewed each term. Pupils on Stage 5 are given most suitable support in line with the requirements of their statement. Their statements are reviewed annually. 35. The provision for extra-curricular activities is satisfactory. There is a limited range of clubs after school, including an after-school care club, a French club and football club. Most of the clubs have a standard charge. They are well attended by pupils. The enrichment of the curriculum through the use of visits and visitors is satisfactory. The school welcomes a number of visitors, including Indian and African dancers and representatives of the World

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Peace Organisation. A variety of educational visits is arranged to museums and other places of interest. These activities contribute to pupils’ personal and social development as well as to their learning in various subjects.

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36. The school makes very good provision for pupils’ personal, social and health education. This is a significant improvement since the last inspection. The school uses a scheme of work which is included in the curriculum. Staff set very good examples and have high expectations of pupils’ attitudes in lessons and around the school. A great deal of personal and social development takes place through “circle time”, school council and assemblies. References to healthy living in science and physical education also help to equip pupils with knowledge of their bodies. Appropriate attention is paid to drugs misuse education. The governing body has produced a statement on the provision for sex education. Teachers do not teach sex education, but deal with questions sensitively, if they arise.

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37. There are satisfactory links with the local community. Good use is made of the local area for geography. Successful links have been made with the local vicar and church. Pupils entertain senior citizens in the home for the elderly by singing carols. The school supports a range of charities. Good links have been established with partner institutions. The school has close ties with local primary schools, particularly St Lawrence C of E School. Pupils have visits from the Junior staff and they in turn visit their next school. This link helps pupils when they move from one school to another. Good links have been made with pre-school groups.

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PUPILS?

38. The provision for pupils’ personal development, including spiritual, moral, social and cultural development, is good. There is ample evidence around the site that the school is making a positive effort to instil a love of beauty and creativity in the pupils. The delightful, coloured glass Millennium Window, built into the front entrance wall, reminds pupils and visitors of the need for peace and harmony in the world. In art and design and technology lessons, pupils are encouraged to appreciate the joy and effort in depicting African hunter pictures and in designing their “insect” book covers. Lessons in religious education and personal, social and health education are effective in teaching the pupils about beliefs other than their own and how to think deeper about special moments. Reception class pupils have produced their own book “Circle Time in Holly Class” and have been encouraged to celebrate their good points

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and talents. Around the school are displays about different religions and their artefacts, such as the Torah in the Jewish faith. Collective worship is carefully planned and provides a good contribution to spiritual development. Assemblies give the pupils a suitable opportunity for the pupils to reflect on their experiences and a short prayer draws their attention to Jesus and God, although pupils can make up their own prayer if they wish. The school has worked well to improve the promotion of spiritual development since the last inspection. It meets the legal requirement of a daily act of collective worship.

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39. The school promotes social and moral development very effectively. Adults around the school, both staff and parents, provide very good role models in how to behave and treat one another. There is a strong expectation of correct behaviour through out the school day. There are very consistent procedures to deal with inappropriate behaviour, based on appropriate rewards and praise. Very soon, pupils new to the school are well aware of expectations and The Orchard Infant School - 17 behave well as a matter of course. Plenty of opportunities are provided for pupils to take on responsibilities. Each class has daily monitors for specific jobs and all pupils are expected to clear up at the end of lessons. The school council and “playground tutors” are providing these young pupils with a very good introduction to the concept of citizenship and helping their community. Teachers frequently encourage pupils to work together productively. In a

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reception and Year 1 physical education lesson, team games were organised to promote successful collaboration. The competition was run fairly and realistically, even if it meant one team won no points.

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PUPILS?

40. The promotion of cultural development is good. It has improved since the last inspection. Pupils are taught well about the beliefs and backgrounds of different faiths through religious education. They have celebrated Divali, Eid and Hanuakhah as well as Christmas and Harvest in the Christian tradition. The whole school participates in a Music Week, incorporating a wide range of music and dance from different cultures around the world. This year, the pupils experienced drummers from Africa, the music of a harp, the local junior school choir and during the week of the inspection listened to the singing of Jamaican Bob Marley as they came into assembly. They even have the chance to fill in little survey forms to identify which music they liked the best. In geography lessons, the travels of Barnaby Bear give the pupils a chance to experience the way of life of peoples in other countries. Pupils are encouraged to

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talk about their holidays abroad, but some teachers do not spend enough time exploring the different races who live in countries, such as South Africa. Others do not give sufficient opportunity for pupils who come from different ethnic backgrounds to share their experiences.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school has very strong and effective procedures to care for its pupils. The many high attaining pupils are supported well in making the most of their abilities, but, equally, the less able are given individual attention to shine in their talents. There is a strong theme of “inclusive education” throughout the school, formalised in the school’s new social inclusion policy. The school is determined to ensure that each and every child has an equal opportunity to a successful start to their education.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Procedures for the health and safety of the pupils are very good. The site is safe and secure. Lunchtime staff are vigilant when the pupils are playing near the main entrance gate and check the pupils if play becomes too boisterous. The organisation of the swimming lessons is tightly linked to the safety of the pupils. There is a very good number of staff and parents to supervise the changing and movement near the pool. The very experienced chairman of the premises committee assesses the site every term with the headteacher and caretaker for potential risks. Any likely hazard is remedied very quickly and effectively.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Welfare procedures are very good. All the support staff have first aid certificates and all staff are aware of any particular medical need of individual pupils. Minor first aid requirements are dealt with in a bay in the office. It is well placed so that staff can keep an eye on pupils who are feeling under the weather. All bumps and bruises are carefully recorded, with a carbon copy sent to parents. Pupils who have a bump to the head wear a colourful sticker to alert other members of staff and to ensure that adults are careful to note any side effects.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The procedures for child protection are very good. The headteacher is the person designated to liaise with the Child Protection Agency and she has made sure that all staff are well aware of the systems to follow should they be suspicious of abuse. Training has been thorough and relevant.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school has very good systems to promote and monitor attendance. As yet, the registers are not computerised, but the headteacher and office staff do a rigorous check of the registers every day for absences and each half term to identify any growing concerns. The education welfare officer is appropriately involved with families who have attendance or punctuality problems. Parents are sent frequent reminders on punctuality and the detrimental effect of lateness on learning. There is a growing trend for parents to take their children out of school in term time in holidays. The school does not condone these absences and demands written requests before allowing such holidays. The Orchard Infant School - 18 46. There are very good procedures for monitoring and promoting good behaviour. The school has clear written policies and high expectations of discipline. The whole school rules are complemented by rules decided upon by each class, so everyone in the school is behaving

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

along the same lines. The school has a good range of positive strategies to reward good behaviour, work and effort. Often rewards follow the theme of the assembly, such as helping each other, or trying hard. The headteacher’s special stamp is worn with pride and is very appropriate for infant pupils. There are several pupils in the school with challenging behaviour, who are very well supported via their individual education plans. Outside specialists, such as the behaviour support service and educational psychologist, are used well to give these pupils a chance to make the most of their learning, through strategies such as pastoral support programmes. Any rare instances of bullying are dealt with very effectively with the full involvement of relevant adults and pupils. All staff, teachers and support assistants are firm, patient and consistent in their management of inappropriate behaviour. The consistency of

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

approach has improved since the last inspection and contributes well both to good behaviour and to effective learning in the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The school has very effective procedures to monitor and support pupils’ personal development. The new pupils and their families are settled very effectively into school life. They have a good chance to visit their first class before starting and the youngest ones begin part time for at least one term. Personal, social and health education is a regular part of the week’s timetable, with the chance for pupils to reinforce their listening skills and discuss sensitive issues. The school is well advanced in introducing the concept of citizenship into the curriculum in an appropriate way for infant pupils. Jobs around the school and in class, as well as the recently formed school council, contribute well towards a sense of duty and responsibility within a community. Pupils leaving at the end of Year 2 are given good opportunities to get to know their next school. Teachers monitor the personal development of

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

each pupil very carefully and are able to give a most perceptive report to the parents at the end of the year. Reception teachers keep a written personal profile for each pupil. In Key Stage 1, written records are not kept, but teachers’ knowledge of pupils as individuals is good. Behaviour as part of personal development is recorded and monitored by the headteacher and all the staff. Staff demonstrate concern for pupils’ well-being and support the personal development well on a day-to-day basis.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Support for pupils with special educational needs is good. Identification begins at an early stage and starts from the reception class. The register is updated termly. Individual education plans are well established and are used well for pupils on Stage 2 of the Code of Practice and beyond. Pupils with statements are given good support by special needs assistants. The assistants are well trained and liaise well with the teaching staff in planning and assessment. They have effective arrangements for monitoring pupils’ attainment and progress and keep appropriate records for each pupil.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. Procedures for monitoring and supporting pupils’ academic progress are effective. Since the arrival of the new headteacher, monitoring of pupils’ progress has been given a high profile. The school has made a good start in tracking pupils’ attainment, particularly in English and mathematics. Assessment and test results are carefully analysed and pupils are tracked through from reception class and predictions are made for the end of the key stage. Overall targets are then set for each year group and results of boys and girls and pupils with English as an additional language are monitored. The headteacher monitors the progress of pupils with English as an additional language through the school’s effective tracking system. Teachers are consistent in how they monitor and record progress in reading. Reading records are of a very good quality and give a clear picture of pupils’ progress. Classroom assistants

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and special educational needs assistants work closely with the teaching staff to monitor pupils’ progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. Procedures for assessing pupils’ attainment and progress are satisfactory. The school has worked hard to improve its procedures and arrangements. Baseline assessments administered to children on entry to the reception class are used to plan appropriate work and to assist in the early identification of pupils with special educational needs. Pupils in Key Stage 1 are assessed well in English, mathematics and science, but procedures for The Orchard Infant School - 19 assessment in other subjects are not yet in place. Assessment information is also used well to set targets for individual pupils in English and mathematics. This information is shared with pupils and parents. Samples of work are collected and annotated and then included in the pupils’ personal file. The use of assessment information to guide curriculum planning has greatly improved since the last inspection, but is still not fully embedded in medium term

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

curriculum planning in all subjects with the exception of English, mathematics and science. The result is that new work in other subjects is not always set at the appropriate levels of challenge.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents are extremely supportive of the school and play a major part in ensuring the success of the school and its pupils. Parents particularly like the leadership and management of the school, the teaching, the ease with which they can approach the school with concerns, the high expectations and the good behaviour. The inspection team concurs with all these positive views. Several parents had concerns about the range of activities outside lessons and a few were worried about the information they receive on their children’s progress and the amount of homework. The range of clubs after school is as expected for an infant school. The inspection found that homework is the appropriate amount for young pupils and is consistently set and marked. Parents receive a good amount of information about their children’s progress, although some end of year reports do not give a clear message on how much the pupil has

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. The quality of information provided for parents is good. The school is very keen to involve parents well in the life of the school and their children’s education by keeping them thoroughly up to date on school and pupil issues. Regular, lively newsletters are published both by the governors and by the headteacher. They give dates, management information and celebrate pupils’ work and achievement, so that parents really feel part of the school community. Curriculum information is provided each term by the class teachers so parents can share and support their children’s learning. Additionally there is an annual evening to discuss an area of the curriculum, such as literacy, numeracy or homework. The very good number of parents who help in the school are given purposeful training in helping with reading, writing, computers and the library. Parents are kept well informed on their children’s progress via the formal

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

termly teacher consultation meetings and very effectively through informal discussions at the beginning and end of the day. End of year reports have recently improved to include targets for the pupils’ learning and how parents can help with the targets, as well as an indication of how their child is doing against national expectations. There are appropriate arrangements to involve parents of pupils with special educational needs. The coordinator is well known to the parents. Overall, the school has very effective links with parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The impact of the parents’ involvement on the work of the school is excellent. Parents are very supportive of their children’s learning, as evidenced by extensive communication between home and school in the contact diary and in the reading records. They ensure that their children finish their homework and hand it in on time, as well as regularly attending parent teacher consultations and maintaining a good link with their child’s teacher on a daily basis. The parent teacher association is very active and raises substantial amounts for the school. It recently raised over £10,000 to upgrade the swimming pool and parents organise and man the rota for fetching and supervising changing for swimming lessons. Without this valuable assistance, it would be very difficult for the school to make full use of the swimming pool. Nearly all the governors are parents or past parents and many other parents help

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

regularly in the school in all areas of the curriculum. They have run carnival workshops to prepare the school float, organised a “Sponsored Walk to Swim” event and set up a craft workshop for Christmas presents amongst many other fund raising and social events. Several keen gardening parents are now members of the grounds committee to extend and maximise the potential in the school outside areas. Parents make an exemplary contribution to their children’s learning at home and at school.

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