Other · Ofsted report

Hamp Nursery and Infants' School

Inspected — · published 13 Sept 2002 · URN 123681

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Full report text

HAMP NURSERY AND INFANT SCHOOL

Dates of inspection: 22 nd – 25 th April 2002

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HAMP NURSERY AND 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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HAMP NURSERY AND 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. Hamp Nursery and Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Rhode Lane Bridgwater Somerset

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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 S Johnstone

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 14 th – 17 th July 1997 Hamp Nursery and Infant School - 4

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Team members Subject responsibilities Aspect responsibilities

Mr RWG Thelwell Registered inspector Areas of learning for children in the Foundation Stage; Equal Opportunities; Science; Information and communication technology; Geography; History. The school’s results and achievements; How well are pupils taught? How well is the school led and managed?

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Team members Subject responsibilities Aspect responsibilities

Mrs J Gallichan Lay inspector Pupils’ attitudes, values and personal development; How well does the school care for its pupils? How well does the school work in partnership with parents? Mr G Jones Team inspector English; Music; Design and technology; Physical education. How good are curricular and other opportunities offered to pupils?

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Team members Subject responsibilities Aspect responsibilities

Mrs C Richardson Team inspector Special educational needs; Mathematics; Art and design; Religious education.

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Team members Subject responsibilities Aspect responsibilities

The inspection contractor was: MSB Education Ltd Broomhill Wimborne Dorset BH21 7AR

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Team members Subject responsibilities Aspect 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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Team members Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Hamp Nursery and Infant School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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

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INFORMATION ABOUT THE SCHOOL

Hamp Nursery and Infant School is part of the Bridgwater Education Achievement Zone, and is situated to the south west of the town centre. Nearly all pupils come from families living in council or other rented accommodation. At present, 184 pupils are on roll, including 73 children in the Foundation Stage 1 (reception). There are seven classes with an average size of 26. A further 36 children attend nursery on a part-time basis. Children enter nursery following their third birthday, and join reception at the start of the school year in which they become five. Statutory assessment on entry to reception shows three-quarters have skills and understanding below those expected for their age; half have levels well below those of similarly aged children. The school has identified 69 pupils as having special educational needs. This represents 37 per cent, and is well above the national average. Three pupils

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INFORMATION ABOUT THE SCHOOL

have statements of special educational needs allocated to them under the terms of the DfES Code of Practice 2 ; which proportionally is broadly average. Eighty pupils are eligible for free school meals. At 43 per cent of those attending full time, this is double the national average. All pupils have English as their first language.

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HOW GOOD THE SCHOOL IS

Hamp Nursery and Infant School is a happy and caring school with many strengths and good features. It is very well led and managed. Although there are areas still in need of improvement, the headteacher, staff and governors work very well as a team. They have established a very positive and caring ethos that supports and promotes pupils’ learning. Very good relationships and behaviour are the norm. Good teaching across the school results in pupils’ very good attitudes to learning. Pupils’ personal development is very good. Although overall standards in English, mathematics and science for seven year olds are below national averages, all pupils, including the above average proportion with special educational needs, achieve well in terms of their prior attainment. The last three years has seen a marked increase in the proportion of pupils reaching the expected levels by the end of Year 2. This represents good achievement when taking into account pupils’ low levels of attainment on

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HOW GOOD THE SCHOOL IS

entry to school. Efficient use is made of time, money and resources. Although the unit cost per child is above average, this is an effective school that gives good value for money.

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What the school does well

• Provides a caring community where pupils are known well and valued as individuals. It creates an orderly climate for learning. • Promotes and achieves very good attitudes, behaviour and relationships. • Provides very good learning opportunities and good teaching. • Makes very good provision for pupils’ personal development. • Good provision for pupils with special educational needs results in them achieving well.

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What the school does well

1 The Foundation Stage refers to children from entry to the nursery up to and including age six when they complete the reception year. 2 The Department for Education and Skills’ Code of Practice gives practical advice to schools about their responsibilities to ensure that all pupils who have special educational needs receive the most appropriate help to further their learning and personal development. This is a statutory duty under the 1993 Education Act. Hamp Nursery and Infant School - 7

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What could be improved

• Overall standards in English, mathematics and science. • Structure and use of time related to literacy lessons. • Use of information from statutory assessments to determine how best to modify the curriculum to raise standards. • Information in the school development plan giving clear indications as to how standards will be improved. • Statutory compliance regarding information in the school prospectus and governors’ annual report to parents. • Pupil attendance. 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 in addressing the issues arising from the last inspection of July 1997. There has been a marked improvement in the quality of teaching. Teachers’ planning is now very good and is underpinned by schemes of work for each subject, together with the effective use of good procedures to assess what pupils know and can do. Attainment in religious education now meets the requirements of the locally agreed syllabus. Provision for pupils’ understanding of cultures other than their own has improved. Resources have been improved where weaknesses were identified, and end of year reports informing parents of pupils’ progress now comply with requirements. The school has successfully introduced national strategies for literacy and numeracy, together with that for the performance management of teachers. Governors have overseen a number of structural changes and improvements to the building and the ongoing improvement in provision for

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

information and communication technology (ICT). The school now gives better value for money than at the time of the last inspection and is well placed for continued improvement.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on average point scores 3 in National Curriculum tests.

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STANDARDS

compared with Performance in: all schools similar schools Key

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STANDARDS

1999 2000 2001 2001 Reading E* E E D well above average above average A B Writing E* E E* E average below average C D Mathematics E* D E C well below average very low E E*

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STANDARDS

Although making good progress in all areas of learning whilst in nursery and reception, when pupils enter Year 1, half are still below, or well below, average in reading, writing and mathematics. Despite year-on-year improvements in the proportion of pupils reaching nationally expected levels of performance, results of end of Year 2 assessments for 2001, showed overall standards in reading, mathematics and science to be well below national averages. They were very low in writing; consistent with the lowest five per cent nationally. When compared with similar schools, although performance is average in mathematics, it is below average in reading and well below average in writing. However, of the year group assessed, 57 per cent had special educational needs. Reorganisation of class structuring,

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STANDARDS

3 Average points scores refers to the average of pupils’ scores weighted by Ofsted for each level attained in each subject. Hamp Nursery and Infant School - 8 effective deployment of an increased number of learning support assistants, together with other initiatives, has led to further improvements in pupil performance. For pupils currently in Year 2, where the proportion of pupils with special educational needs is considerably lower than last year, attainment in reading is now broadly in line with that expected for seven year olds. Although the greater majority of pupils work at appropriate levels in writing, mathematics and science, the proportion doing so is below national averages. By the end of Year 2, pupils’ performance is in line with nationally expected levels in art and design, design and technology, geography, history, ICT, music, physical education and religious education.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to learning. They are interested in their work and respond well to good teaching. This has a positive effect on the progress they make. Behaviour, in and out of classrooms Pupils’ very good behaviour allows maximum time to be spent on teaching and learning.

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Aspect Comment

Personal development and relationships Pupils’ personal development is very good. Relationships between pupils and amongst pupils and staff are very good, and contribute well to learning.

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Aspect Comment

Attendance Unsatisfactory. Despite the school’s best efforts to encourage parents, the rate of pupil attendance is well below national averages.

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Teaching of pupils in: Nursery and Reception Years 1 – 2

Quality of teaching Good with very good features Good with very good features 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 in: Nursery and Reception Years 1 – 2

The good quality of teaching across the school has a positive impact on pupils’ learning. Teaching of basic skills of literacy and numeracy is good. Strengths lie in very good planning, together with effective ongoing assessment to help plan what is to be taught next. Pupils know exactly what is expected of them because teachers explain clearly lesson objectives at the start of lessons. In literacy, teachers’ enthusiasm and skilled questioning, together with interesting activities, are underpinned by good subject knowledge. Mathematics lessons contain enjoyable activities that reinforce pupils’ understanding of concepts taught. Pupils are challenged regularly through mental arithmetic sessions. Teachers successfully meet the needs of pupils at different stages of learning, ranging from those with special educational needs, to higher attaining pupils. Teaching in lessons observed was never less than

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Teaching of pupils in: Nursery and Reception Years 1 – 2

satisfactory. Teaching for children in the Foundation Stage is good overall in the six areas of learning, and on occasions very good. Hamp Nursery and Infant School - 9

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Aspect Comment

The quality and range of the curriculum Very good provision is made for children in nursery and reception. The quality and range of learning opportunities for pupils in Years 1 and 2 are very good.

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Aspect Comment

Provision for pupils with special educational needs Pupils receive good provision that is well managed by the special educational needs co-ordinator. Pupils make good progress in relation to prior attainment and targets in their individual education plans. Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision is made for pupils’ spiritual, moral and social development. Good provision is made for cultural development.

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Aspect Comment

How well the school cares for its pupils Child protection together with procedures for health and safety are good. Effective provision is made for monitoring academic performance of children in nursery and reception, and in English, mathematics and science for pupils in Years 1 and 2.

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Aspect Comment

The school’s good partnership with parents makes a positive contribution to pupils’ learning despite very low levels of attendance.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher gives very good leadership. The very good support she receives from the deputy headteacher, staff and governors, results in the school having a very positive and caring ethos that supports and promotes pupils’ learning.

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Aspect Comment

How well the governors fulfil their responsibilities Governors are closely involved in strategic and financial planning, monitoring and evaluation. They have a clear understanding of the school’s provision for all aspects of the curriculum and standards achieved. Apart from omissions in the prospectus and annual report to parents, statutory obligations are met.

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Aspect Comment

The school’s evaluation of its performance Good procedures for monitoring the quality of teaching. More to be done regarding use of data from statutory assessments to determine curriculum modification to raise pupil attainment.

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Aspect Comment

The strategic use of resources Good. The school makes efficient use of all resources to support learning. Governors apply the principles of ‘best value’ at every stage of planning and evaluation.

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Aspect Comment

The school is well staffed to meet the needs of children in nursery and reception, for pupils in Years 1 and 2 of the National Curriculum, and those who have special educational needs. Accommodation is adequate overall. Resources for teaching and learning are satisfactory with strengths in religious education, physical education, and for children in the nursery and reception year of the Foundation Stage.

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What pleases parents most What parents would like to see improved

• Pupils like coming to school. They are taught well and make good progress. • The school expects pupils to work hard and achieve their best. • The school is well led and managed; it keeps parents well informed on pupils’ progress. • The school helps pupils to become mature and responsible, and behaviour is good. • Parents feel comfortable about approaching the school with a question or a problem. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

Fifty-four parents returned the Ofsted pre-inspection questionnaire, and five parents attended the meeting with the Registered Inspector. Inspection evidence confirms the positive views expressed by parents, and finds the provision for pupils’ activities outside of lessons to be satisfactory.

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The school’s results and pupils’ achievements

1. When children join the nursery, initial assessment shows attainment for nearly all to be below that expected for their age. Nearly two-thirds perform at levels well below expectation; this is particularly the case for skills relating to language and number. Statutory assessment of children on entry to reception shows three-quarters have skills and understanding below those expected for their age, with a half at least well below the norm. The school makes very good provision for children in the Foundation Stage, enabling them to make good progress in all areas of learning. By the time they leave reception, nearly all achieve the officially recommended learning goals for personal, social and emotional development, knowledge and understanding of the world, physical, and creative development. However, despite making good progress, because of their low starting point, less than half achieve the expected levels in communication, language and literacy, and in mathematical development.

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The school’s results and pupils’ achievements

As a consequence, the majority of children enter Year 1 with standards in speaking and listening, reading, writing and mathematics below, and in many cases, well below those expected for their age.

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The school’s results and pupils’ achievements

2. Since the last inspection, end of Year 2 assessments in reading, writing and mathematics, show standards have been consistently below, or well below, the national average. However, over the last three years, there has been a 22 per cent gain in the school’s proportion of pupils gaining nationally expected levels for seven year olds in reading and mathematics. There has been a 20 per cent rise in spelling, and a 14 per cent gain in writing. The gains made in reading enabled the school to meet the Bridgwater Education Achievement Zone’s target for pupils’ reaching the nationally expected level. It narrowly missed the target set for mathematics, and was some way short of the writing target.

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The school’s results and pupils’ achievements

3. Despite these considerable improvements, end of Year 2 National Curriculum results for 2001 showed overall standards in reading, mathematics and science to be well below national averages. In writing, where no pupils achieved the higher level, standards were very Hamp Nursery and Infant School - 11 low; consistent with the bottom five per cent nationally. When compared with similar schools, based on eligibility for free school meals, results were average for mathematics and science, below average in reading, and well below average in writing. However, of the year group assessed, 57 per cent had special educational needs, and as such, this had a considerable negative impact on pupils’ assessed levels of performance.

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The school’s results and pupils’ achievements

4. In order to improve standards, as from the start of the current school year, pupils in Years 1 and 2 were placed in classes determined by prior attainment. Support from the special educational needs co-ordinator and the good number of learning support assistants is weighted in favour of classes containing the greater proportion of pupils requiring extra support. Greater provision was made for independent and guided reading, additional to that given within literacy lessons, and the school successfully implemented a commercially published scheme to support pupils’ learning of phonics. Speaking and listening skills remained an ongoing focus of attention. In keeping with the school’s good policy of inclusion, the school engages, part-time, a teacher who, together with the headteacher, supports literacy skills of higher attaining pupils.

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The school’s results and pupils’ achievements

5. Inspection evidence regarding pupils currently in Year 2, confirms the trend of improvement which is aided by the fact that although 42 per cent of pupils are on the school’s register of special educational needs, this number is substantially lower than that of the previous year. Although overall standards in English, mathematics and science are below nationally expected levels, this represents a significant achievement and good learning.

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The school’s results and pupils’ achievements

6. In English, despite making good progress in speaking and listening skills within lessons observed, overall standards at the end of Year 2 are below expectations. However, many average and higher attaining pupils reach the expected levels, and make effective use of an appropriate breadth of language, including subject specific terms.

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The school’s results and pupils’ achievements

7. In reading, attainment is now broadly in line with nationally expected levels for seven year olds. This reflects very good teaching and learning. Pupils read accurately, and many with good expression. Pupils make good progress in writing, and build well on what they have learnt earlier. However, standards are below average on entry to Year 1, and progress is insufficient for attainment to meet national expectations at the end of Year 2. The quality of handwriting is below that expected for pupils of this age.

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The school’s results and pupils’ achievements

8. In mathematics, the successful implementation of the National Numeracy Strategy together with a number of school based initiatives, has been successful in raising standards. Although pupils at age seven learn well, with the greater majority now working at the expected level, the number doing so is not yet sufficient for the school’s overall performance to meet national expected levels. Mental arithmetic is developed well through regular ‘mental agility’ activities, and mathematical vocabulary is introduced and reinforced well.

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The school’s results and pupils’ achievements

9. In science, inspection evidence confirms pupils currently in Year 2 learn well in lessons. However, although standards are improving, they are still below expectations. When carrying out investigative activities, most pupils understand what makes a test fair. In information and communication technology, all pupils make sound progress and standards at the end of Year 2 meet expectations. Pupils make satisfactory progress in religious education and by the time pupils leave the school at the end of Year 2, they achieve standards in line with the requirements of the locally agreed syllabus. Pupils have an appropriate knowledge of Christian and Hindu beliefs.

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The school’s results and pupils’ achievements

10. Across Years 1 and 2, pupils make sound progress and achieve nationally expected levels of attainment in art and design, design and technology, geography, history, music and physical education. Regarding the several elements of pupils’ personal development, their spiritual, moral and social development is very good. Pupils’ cultural development, that includes their understanding of cultures other than their own, is good. Hamp Nursery and Infant School - 12 11. Across the school, all pupils have equal access to the curriculum. The significant proportion of pupils with special educational needs are given good support and achieve well against the targets in their individual education plans. Evidence from lessons observed and review of work, confirms higher attaining pupils are provided with suitably challenging work, and make appropriate progress.

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The school’s results and pupils’ achievements

12. In order to raise standards and ensure pupils achieve their full potential, the school sets individual pupils realistic but challenging targets for learning. The school has a very positive attitude to raising standards, and the headteacher, staff and governors work together to this common end.

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Pupils’ attitudes, values and personal development

13. Pupils’ attitudes and behaviour are very good and have a positive impact on learning and the standards achieved. This is an improvement since the last inspection; greater consistency has been achieved across the whole school. Teachers’ high expectations of how pupils should behave mean they try hard and are eager to please. There is mutual respect between all members of the school community. Very good relationships are a key feature of the positive ethos that prevails throughout the school. Almost all parents responding to the Ofsted parents’ questionnaire stated their children enjoy coming to school and behave well when there. Inspectors fully agree with their view.

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Pupils’ attitudes, values and personal development

14. In the nursery and reception classes children move around with confidence and happily take part in all activities provided for them. They listen with interest when required and are keen to make a contribution to discussions, albeit often with only a few words. They know how to take turns, and respond well to the clear structure and organisation of the day – helping their teachers to complete the planning board at the beginning of the day. Children are curious and want to find out more, as demonstrated by their fascination with real fresh fish in the nursery class. In a physical development session nursery children listened very carefully to instructions on a tape that led them through the story of ‘We’re going on a bear hunt’. They showed their delight when the chorus, with which they were familiar, was repeated, and joined in enthusiastically with the actions and movements. In a reception class numeracy

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Pupils’ attitudes, values and personal development

lesson children very sensibly moved positions in their circle when creating a pattern, making sure that they stood still in the correct position. In both the nursery and reception classes behaviour is always very good.

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Pupils’ attitudes, values and personal development

15. At the time of the last inspection pupils’ attitudes and behaviour were not as good as they became older. This is now not the case; pupils’ attitudes and behaviour in Years 1 and 2 are very good. Pupils are eager to get into their classrooms and start the day’s activities. They give teachers their full attention and listen carefully. Praise and encouragement constantly motivates them to try hard and persevere. Pupils move around their classrooms purposefully and quickly settle to work at their tables when required. In a Year 2 numeracy lesson pupils listened and followed instructions well, quickly organising themselves into a circle when asked and then helping the teacher to ‘build’ a graph. Pupils remain interested in activities until it is time to go home. During Year 1 story time, pupils took an active interest in the story to be read and asked questions, showing empathy with the lamb who could not find

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Pupils’ attitudes, values and personal development

16. Despite pupils’ obvious enthusiasm and enjoyment of school, levels of attendance are very low in comparison with other schools. Increasingly, holidays are taken during term time and many children are away from school with frequent illnesses. Too much learning time is lost by these children, and, despite the best efforts of teachers, this time cannot always be made up. During the inspection parents made a special effort to get their children to school on time. However, registers show that punctuality is not normally as good. Hamp Nursery and Infant School - 13 17. Behaviour is now consistently very good. It was exemplary in assemblies during the week of the inspection. Pupils play happily at break and lunchtimes and immediately fall silent when the bell is rung, waiting for the instruction from teachers to line up ready to return to classrooms. Lunchtimes in the hall are happy, sociable occasions with noise at a level which

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Pupils’ attitudes, values and personal development

enables friendly conversation at the tables.

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Pupils’ attitudes, values and personal development

18. Very good relationships underpin the positive, supportive ethos that exists throughout the school. Pupils enjoy each others’ company and relate well to all adults that help and support their learning. There is mutual respect and pupils respond with delight to the praise and encouragement they receive. They are especially proud to wear badges that show they are the ‘special helper’ for the day. At lunchtimes when the weather is fine pupils play with bats and ball, skipping ropes and other small equipment, they treat this equipment with care and with the support of adults are learning to share these fairly.

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Pupils’ attitudes, values and personal development

19. Pupils are given many ‘special jobs’ to do, such as taking the register to the office, handing out book bags, or helping to put away benches at the end of assemblies. They take these responsibilities seriously and try to do their best. Pupils help themselves to the resources they need, for example one pupil quickly offered to hand out scissors when he realised his group had to cut shapes out and stick them onto a template. Overall, pupils’ personal development is very good.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. Good teaching is a feature of this school. Teaching was judged to be satisfactory or better in all lessons observed. Overall, it was good in 62 per cent of lessons seen, and very good in a further 12 per cent. This marks a significant improvement to that reported in the previous inspection when 21 per cent of lessons were judged unsatisfactory. All teachers and support assistants work very well as a team, sharing good knowledge and expertise. The quality of teaching has a positive effect on pupils’ responses and the progress they make.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. Teaching in the nursery and reception classes was never less than satisfactory. It was judged to be good or better in nearly three-quarters of lessons observed, of which a quarter was very good. Planning is very thorough and is based on the recommended Early Learning Goals. It covers all required areas of learning for children aged between three and six, and links well with the early stages of the National Curriculum. Children are provided with a very good range of relevant and interesting experiences. Very good knowledge and understanding of the educational needs of the age group are reflected in the preparation and delivery of lessons, and in the careful monitoring of children’s performance. Staff co-operate well in providing children with an appropriate balance between teacher directed activities, and those children choose for themselves. Many opportunities are created to develop and extend

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

children’s language, and they are a marked feature of the good practice observed.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. From the start of the current school year, pupils in Years 1 and 2 have been taught in classes organised by prior attainment. In each year group, one class has a higher proportion of pupils with special educational needs. The very good level of support from the learning support assistants is weighted in favour of these classes. This strategy enables pupils to be taught in smaller groups, and allows teachers to focus the content of their lessons on the needs of pupils with similar levels of attainment. Inspection evidence confirms that in all lessons observed, teachers set suitably challenging work, well matched to pupils’ stages of learning. Across Years 1 and 2, the quality of teaching was judged to be good in almost three- quarters of lessons, including three per cent very good. The remainder was satisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Teachers have benefitted, since the last inspection, from a good programme of professional development, particularly in literacy, numeracy, and, most recently, in ICT. Teachers are secure in their knowledge and understanding of subjects taught. They are enthusiastic, and this contributes to positive, well managed classes. On many occasions, Hamp Nursery and Infant School - 14 pupils’ understanding is significantly enhanced by teachers’ clear explanations and effective demonstrations. For instance, in a science lesson, pupils in Year 2 were given clear, step-by- step guidance on how to access the Internet and search for information. During an outdoor games lesson, the teacher gave a clear demonstration on how pupils should control and pass the football to each other.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. In nearly all lessons observed, teachers remind pupils of the importance of listening carefully, and of the protocols expected when wanting to answer a question or give information. They explain the lesson objectives well at the start of lessons, ensuring pupils understand fully what they are expected to achieve. Teachers have suitably high expectations of pupils and give them good ongoing support and reassurance. A notable feature in all lessons is the attention all staff pay to good effort.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. Across the school, classrooms are well organised to promote learning. Teachers were observed using a range of teaching strategies, including individual, group, and whole class teaching to good advantage. The use of questioning techniques by staff is very effective and has a positive effect on pupils’ learning, particularly speaking and listening skills, which are an ongoing focus for improvement. The same is true of teachers’ encouragement of pupils to use correct vocabulary within lessons, especially in mathematics and science. Good examples of both practices occur regularly at the end of lessons, when pupils talk about what they have learnt. Teachers regularly recap on what pupils have learnt previously, and make effective use of time to advance learning. Staff often capture pupils’ imagination by thoughtful introductions and effective use of resources, whether it be a range of puppets to help develop

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

pupils’ understanding and use of phonics, or the construction of a three-dimensional map to learn about coastal features. A significant contribution to the effective teaching observed, came from the school’s team of support assistants. They work in close partnership with teachers to enhance pupils’ learning. Teachers ensure all those working with them have a clear understanding of the lesson objectives, together with the methods and resources to be used.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. Teaching and learning for pupils with special educational needs is good. This is the case whether pupils are given support in class, or withdrawn to work in small groups. Individual education plans relate well to the needs of pupils for whom they are written. Staff use these plans well to meet specific needs. Teachers give clear instructions and use praise constructively. As a result of good support, such pupils make good progress in relation to prior attainment and to targets in their education plans. In keeping with the school’s clear policy for inclusion, the school engages part-time, a teacher to support learning opportunities of higher attaining pupils.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. The basic skills of literacy and numeracy are taught well. Eight of the ten literacy lessons observed were judged to be good; the remainder was satisfactory. Lessons are characterised by the enthusiasm of teachers, expressive reading and leading of stories, together with skilled questioning that ensures pupils’ understanding of texts, and develops their understanding of phonics and word-building. Although the structure of the National Literacy Strategy is used to good advantage, and interesting activities are provided for pupils, on several occasions, the ‘literacy hour’ lasted for up to seventy-five minutes. Where this was the case, towards the end of lessons, there was a marked reduction of pace and in quality of learning. Pupils benefit from good mathematics teaching. Lessons are well planned with a range of activities that reinforce pupils’ understanding of the concepts taught. Good opportunities are given pupils to develop their mental arithmetic skills.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. Teachers’ planning is very good. Since the last inspection, the school has implemented schemes of work for all subjects to support the systematic development of pupils’ knowledge, skills and understanding. Teachers make effective use of good ongoing assessment to help plan what is to be taught next; a feature that is an improvement on the last inspection. In addition to pupils being given good oral feedback during lessons, teachers write suitably constructive comments in books; such marking gives pupils clear guidance on Hamp Nursery and Infant School - 15 how to improve their work. Teachers make satisfactory use of homework to support learning; the amount set is appropriate for the age and capabilities of pupils concerned.

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PUPILS OR STUDENTS?

29. Since the last inspection the school has made a number of significant improvements to its curriculum, addressing all the criticisms made in that report. Planning across the school is now detailed and ensures that both teaching and learning build systematically on what pupils already know and understand. In order to do this, teachers now make their learning intentions clear and precise; a further criticism made in the previous report. Most medium and short term planning now shows in detail how the school provides for the officially recommended learning goals in each area of learning for children in the nursery and reception years of the Foundation Stage, together with requirements of the National Curriculum for pupils in Years 1 and 2. As a result, the school now provides a very good curriculum across the school that includes a very good range of learning opportunities. Programmes of study for children in the

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PUPILS OR STUDENTS?

Foundation Stage, and those for the National Curriculum link well together; some aspects of the Early Learning Goals 4 for the Foundation Stage being used well into Year 1 for some pupils. Teachers present pupils with a wide range of experiences that are relevant to pupils’ own experiences and serve to challenge pupils’ wide ranging ability. Planning for religious education is based upon the locally agreed syllabus.

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PUPILS OR STUDENTS?

30. The school has made effective use of both the National Literacy and Numeracy Strategies. It has been proactive in customising the strategies to suit the particular needs of its pupils and is now in a good position to take this further, especially within its work in literacy, where some lessons are too long and better use could be made of the teaching time.

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PUPILS OR STUDENTS?

31. Provision for pupils with special educational needs is good and the DfES Code of Practice is fully met. The school has a clear focus, and there is a high level of inclusion in lessons and in the life of the school. The standard of provision has been maintained since the last inspection. Pupils receive specific help in literacy and numeracy lessons, and there is good support for pupils with emotional and behavioural or physical needs, or those who attain at a higher level. Teachers and learning support assistants work with the special needs co- ordinator to prepare and review individual education plans.

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PUPILS OR STUDENTS?

32. The school’s well considered and effective grouping of pupils in Years 1 and 2, has led to all pupils having equal access to the curriculum. In order to make this effective, the school has provided a good number of well trained and able support assistants, who work very well alongside teachers to give support to both pupils with special needs and a smaller group of pupils who attain at a much higher level.

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PUPILS OR STUDENTS?

33. The school has a clear policy for personal, social and health education which gives teachers guidance as to what might be included in discussions about how pupils should look after their bodies, correct terminology to use, and a basic knowledge of how some substances can harm them. Opportunities for this type of teaching, together with ‘Circle Time’ 5 during which pupils sit together and talk about social and emotional issues in a secure environment, appear on many but not all class timetables. Bearing in mind the social and emotional needs of pupils, it is perhaps to be expected that time for these discussions should appear on all timetables.

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4 QCA (Qualifications and Curriculum Authority) has produced a set of ‘Early Learning Goals’ for children in this stage of education. These outcomes are a set of skills, knowledge and understanding that children might be expected to achieve by the age of six. There are six areas of learning: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development and creative development. 5 In these lessons, pupils sit in a circle, and, through agreed rules, have the opportunity to speak and listen to each other talking about issues that concern all of them. Hamp Nursery and Infant School - 16 34. Whilst a small percentage of parents think that the school should offer more activities outside lessons, the inspection finds that when taking into account the age of pupils, the activities on offer are satisfactory. However, more importantly, the school gives pupils good

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PUPILS OR STUDENTS?

opportunities to visit places of interest in connection with their class work and to receive a range of interesting visitors at the school. For instance, whilst children in nursery visit the local church to enact a christening ceremony in relation to their ‘special water’ topic, other groups, as for example, pupils in Year 2, visit Woodspring Museum to consolidate work in both geography and history. Pupils benefit from very useful visits from members of the community who discuss their jobs, and talk of events and experiences of years gone by.

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35. Homework is used well in all classes. Parents are kept well informed of the work with notice boards by most class bases. Ninety per cent of parents, who responded to the Ofsted pre-inspection questionnaire, were happy with the arrangements made for homework. The inspection agrees with the majority of parents that homework is well planned, and supports pupils’ learning.

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PUPILS OR STUDENTS?

36. The school has good links with the local community, made stronger through the Education Achievement Zone. Local supermarkets and fast food outlets have supported school activities. The church is used during the year for particular services and events to which parents are invited. Governors are linked with individual curriculum areas and visit the school to observe activities and the curriculum in action. They note details of both teaching and learning and report back to the governing body at the earliest opportunity.

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PUPILS OR STUDENTS?

37. The school has good links with nearby schools. The school receives students from Bridgwater College and Rolle College to work with pupils. These students bring enthusiasm and new faces to which pupils respond well. This gives good support to children’s social development.

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PUPILS OR STUDENTS?

38. The provision for pupils’ personal development is very good overall. This is a significant improvement since the last inspection, especially for spiritual and cultural development. Provision for spiritual, moral and social development is very good. Assemblies, with pupils’ confident singing and exemplary behaviour, are special occasions that provide opportunities for pupils to reflect on the wonders of the world around them and respect individual differences. Staff and visitors tell stories well and the music that is played as pupils enter enhances the purposeful and spiritual nature of assemblies. Pupils acquire an awareness of the beauty of nature through art, music and literature because they are encouraged to look carefully at the shapes, colours and sounds around them. They anticipate the birth of the ducklings in the incubator with enthusiasm, welcoming another example of new life and beginnings. The school clearly recognises the value of pupils’ work; teachers display and

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PUPILS OR STUDENTS?

mount it carefully so that pupils look at photographs and displays of their work around the school with pride and pleasure. The displays make a very strong contribution to the positive and stimulating learning environment in which pupils grow in self-esteem, respect others and are respected.

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PUPILS OR STUDENTS?

39. There is a clear code of behaviour throughout the school. This provides a very good framework in which pupils can grow and practise moral decision making. The school has worked very hard to develop an environment where pupils are clear about the expectations that they will behave well and follow any rules, such as listening and looking carefully. For example, when the bell goes in the playground, pupils stop immediately, sometimes freezing like statues because they find it fun. Pupils have a clear understanding of what is right and wrong. They clap spontaneously when someone achieves something new or produces some very good work. They enjoy seeing others receive rewards for their success. Pupils glow with pride and pleasure when the teacher or a visitor praises their work; they value the praise and rewards given by staff. Relationships in the school are very good and teachers provide pupils with good examples on which to model their social and moral behaviour.

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PUPILS OR STUDENTS?

Hamp Nursery and Infant School - 17 40. There is very good provision for social development. Teachers plan many opportunities for pupils to work together well in lessons, in groups or pairs. They are helpful to each other and are encouraged to look after pupils who are new to the school so that they settle in happily. Pupils are given, and take on, responsibility around the school, as for example, when they take registers to the office or carry out duties around the classroom as the ‘special helper of the day’. There is a warm, supportive atmosphere in the school and a sense of community so that all pupils feel valued and included. The sense of community is developed well through regular visits to the library, the church, and walks around the area in geography to see where everyone lives. There are times when pupils sit in a circle to discuss their feelings and emotions. These sessions are very valuable because they encourage pupils to

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take turns in speaking, and listening to others, and help them grow in confidence.

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PUPILS OR STUDENTS?

41. There is now good provision for cultural development. Pupils learn about Hinduism in religious education and the whole school celebrates Diwali in an exciting and enjoyable way. Pupils taste Indian food, make ‘divas’, dress in Indian clothes, learn Indian songs and write their own version of the story of Rama and Sita. In geography they learn about India. Pupils celebrate Chinese New Year as well as having special services in the church for Harvest, Christmas and Easter. During the year pupils celebrate many special days and festivals and enjoy the sharing of knowledge and skills when classes contribute to assemblies. Pupils look forward to the country dancing club and the Country Dancing Festival, which provide them with an opportunity to learn more about their own cultural traditions. The school has worked hard and successfully to improve the quality of its provision for all aspects of personal

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PUPILS OR STUDENTS?

development and monitors it informally to ensure that it continues to reflect the school’s aims.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Pupils’ care, health and welfare is of the utmost importance to the whole school community. Very good relationships permeate the school, providing pupils’ with a safe, caring and consistent environment in which to learn successfully. This area of the school’s work was reported on favourably at the time of the last inspection: the school has maintained and improved upon the good standards evident at that time.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Good attention is paid to matters of health and safety. Regular checks are made of the premises and risk assessments carried out for any out of school visits. Fire drills take place regularly and first aid is organised very efficiently by well qualified and experienced staff. Staff are well informed about their responsibilities regarding child protection and all requirements are met. Break and lunchtimes are supervised well by a large number of adults, ensuring pupils’ care and safety at these times.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Much time and effort is invested in working to improve levels of attendance. Reasons for unexplained or frequent absence are quickly and carefully followed up by teachers, the headteacher and, when necessary, the education welfare officer. Computerised records enable quick and accurate analysis of absence, helping to identify pupils who might need support to sustain regular attendance. The school does all it can to promote the importance of regular attendance with parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school very successfully promotes good behaviour. Pupils can be assured of a consistent and supportive approach from all adults, who continually reinforce and praise the right behaviour, which encourages others to behave in a similar way. Pupils’ self-esteem and confidence are promoted through the use of badges, for example for ‘special helpers’, ‘good listening’ and ‘good looking’. Pupils are proud to be awarded these badges and are keen to tell visitors to their class why they are wearing one. Stickers and stars are used to recognise good work, good behaviour or being kind to each other. Pupils are picked out from assemblies to sit on benches at the front when they try hard to sing well or sit particularly still and quiet. All these strategies clearly show pupils how they should behave and what is Hamp Nursery and Infant School - 18 expected of them. Pupils’ behaviour is monitored carefully and any child falling short of the

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

school’s expectations is given extra support and guidance to help them overcome difficulties.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The large number of learning support assistants complement most successfully teachers’ work to give very good support and guidance to pupils. Staff work hard to ensure total inclusion of all pupils in every school activity and opportunity. Learning support assistants’ commitment to helping pupils to succeed is all too obvious as they work with individuals and small groups of pupils within classes. They involve themselves fully in the life of the school and contribute in many ways. For example, one organises a nurture group during lunchtimes for those children who might benefit from speaking and listening in a small group to help raise their self-esteem and confidence.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Teachers and support staff know pupils well. Individual education plans and assessments of pupils with special educational needs are carried out with care and thought. The support for pupils with emotional and behavioural needs is of very high quality. Learning takes place in a purposeful, stimulating and supportive atmosphere. Staff work together very effectively, carefully monitoring and assessing pupils’ work. There is very good liaison with external agencies which benefits pupils greatly. For example, Education Achievement Zone funding has enabled the school to have music therapy and to develop the extremely valuable ‘total communication’ programme, involving the use of signs and symbols throughout the school. In addition, speech and language therapists are training learning support assistants to take listening and communication groups.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Overall, monitoring of pupils’ academic and personal development is very good. At the last inspection, procedures for assessment were noted as being ‘insufficiently structured’. The school has, since 1997, changed and adapted its procedures, which are now judged as being good.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. As a result of good ongoing assessment and record keeping in the nursery, children there are seen as individuals and receive programmes of teaching and learning that are modified extensively to cater for their particular needs. On entry to reception, a statutory assessment is made of children’s skills and understanding in order to establish future needs. Information from this assessment is used well to make adjustments to the curriculum on a termly and a day-to-day basis. Following this, teachers and support assistants continue to make assessments in order to track pupils’ progress and to determine their readiness to begin work in the National Curriculum.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. In many cases, assessments show that quite a number of pupils need to remain on the Foundation Stage curriculum during most or part of their time in Year 1. The school copes well with this need and has enough detailed test results in order to prescribe a suitable course of learning for all pupils, irrespective of their age and abilities. It makes good use of its growing database to help place pupils in particular classes to ensure they can receive different types of specialist support.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. In order to predict pupils’ possible range of achievements, the school checks progress with a variety of tests, which, coupled with ongoing assessments in literacy, numeracy and science, give class teachers a growing set of data, which they use well. Opportunities for assessment are clarified in short-term plans. It is from this data that the school decides which pupils should receive a variety of available support and what the next stage of learning might be. This may range from special needs support, Early Literacy Support, extra time with reading and much more. As a result, pupils make good progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Target setting is in place. Pupils’ progress is checked against the national programmes for literacy and numeracy and the next stage of learning forms the basis of pupils’ targets. These are discussed with pupils and at the next available parents’ evening, with parents. Targets are regularly reviewed and new targets set. Hamp Nursery and Infant School - 19 53. At the end of Year 2, following the National Curriculum assessments, the school analyses the results in order to compare itself with other schools, and against its previous results. However, it is not yet carried out in sufficient depth in order to have a marked effect on the detail of both teaching and learning for pupils in the following year. Fine tuning of the curriculum provision or teaching does not yet arise from such an analysis. At the same time, it is now appropriate for the school to further examine its assessment in subjects other than

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

English, mathematics and science in order to check whether these assessments are fulfilling the same needs. Assessments are often noted in planning, carried out informally, but are not recorded in order to safeguard the information.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. Parents are very positive about the quality of education children receive. The school works hard to communicate with parents and does so in a suitable and effective manner. Homework is well organised and most parents help with their child’s learning at home, which has a positive influence on learning. However, some parents are missing the opportunity to ensure their children gain the very best from what the school has to offer, by not bringing their child to school punctually or regularly. This results in well below average levels of attendance for the school and has a negative impact on standards.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. Parents responding to the Ofsted parents’ questionnaire state their children are expected to work hard, are taught well and therefore make good progress. Most parents recognise that the school is well led and managed and they feel comfortable about approaching the school with questions and concerns. Inspectors agree wholeheartedly with parents’ positive views; their confidence in the school is well founded. A few parents have concerns about the range of activities outside of lessons. Inspectors judge this aspect of the school’s provision to be satisfactory.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. Parents are provided with a range of good quality information overall. Regular letters keep parents well informed of school events and activities. Whiteboards outside of classrooms inform them in a most appropriate way about what their child has been taught and how they can reinforce learning at home. When pupils begin school, helpful booklets are provided giving advice and guidance on how to prepare their child for school. Workshop evenings are organised to help parents understand more about the curriculum; for example a recent science evening was attended by a good number of parents. Although the prospectus and governors’ annual report to parents are detailed and give parents a good overview of the school’s expectations and its achievements, both documents are missing some required information.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. Parents are well informed about how their child is progressing. Formal consultation evenings are organised in the autumn and spring terms and a detailed annual report is provided during the summer term. Reports now meet statutory requirements, an improvement since the last inspection when they did not. Parents are encouraged to come into school and speak with teachers at the end of the school day if they want more information and many do. The special educational needs co-ordinator ensures parents are kept fully informed about their child's individual education plans and the agreed targets. Targets, and details of any reviews are shared with parents and their children.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. The impact of parents’ involvement on the work of the school and the contribution to children’s learning at school and at home is satisfactory. Only a very few parents help in school regularly, although many more are willing to help with ‘one-off’ activities or to accompany visits out of school. Parents willingly help with fund-raising or social events organised by the school, but at present there is no parents’ association to support the school. A number of parents serve as governors and their commitment to the school is admirable. Hamp Nursery and Infant School - 20 59. Homework is organised in such a way that parents can actively support their child’s learning at home. Parents are encouraged to share books and games with their child regularly. A ‘share’ club is now well established and encourages parents to work with their children on a range of activities.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. The school seeks the views of parents regularly and continually works to communicate effectively with them. The school has maintained its good partnership with parents since the time of the last inspection.

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