Black Horse Hill Infant School

BLACK HORSE HILL INFANT SCHOOL

Dates of inspection: 19 th – 20 th November 2001

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BLACK HORSE HILL INFANT SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Black Horse Hill Infant School - 2 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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BLACK HORSE HILL 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. Black Horse Hill Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Saughall Massie Road West Kirby Wirral

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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: Rev D Potter

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1997 Black Horse Hill Infant School - 4

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Team members

Gordon Alston Registered inspector Allan Smith Lay inspector Kath McArthur Team inspector

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Team members

Nord Anglia Strathblane House Ashfield Road Cheadle SK8 1BB

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Team members

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

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Black Horse Hill 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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INFORMATION ABOUT THE SCHOOL

Black Horse Hill Infant School is an average size Infant school with 223 pupils ranging from three to seven years in age. In the nursery and reception classes there are 80 children who attend on a part- time basis and 24 children who attend full-time. There are very few pupils with parents from other cultural backgrounds and there are six pupils for whom English is an additional language. The proportion of pupils entitled to a free meal and the percentage of pupils identified as having special educational needs due to learning or behavioural difficulties is less than that found in most schools and pupils’ attainment on entry is slightly above the expected level. There is one pupil who has a formal statement of special educational needs. This is a popular school and since the last inspection a new headteacher and deputy head have been appointed. Recently it has made significant improvements to the building and to the school grounds.

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HOW GOOD THE SCHOOL IS

This is a very good school. It is effective because careful planning for future developments and purposeful evaluation of its work ensure that high standards are maintained and improved upon. The pupils achieve well in all aspects of their education. The quality of teaching is very good, providing pupils of all abilities with challenging tasks. The school is very well led and managed by the headteacher with the strong support of the deputy, a hard-working staff and a knowledgeable governing body. As a result the school gives very good value for money.

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What the school does well

• Pupils achieve well in English and mathematics. The most recent National test results are well above the national average in reading, writing and mathematics and are much higher than those achieved by schools with pupils from a similar background. • The school successfully provides a happy, caring environment for all of its pupils. As a result, pupils behave very well; they form warm, sincere relationships, try hard with their work and accept responsibility well. • The quality of teaching is very good. No teaching was unsatisfactory and in almost 60 per cent of the 21 lessons seen it was very good. Teachers have high expectations and pupils’ efforts and contributions are greatly valued; this enables pupils to be fully included in all aspects of school life. • The school provides a stimulating curriculum enriched by many visits, visitors and a wide range of interesting experiences through the teaching in all subjects. Very good provision is made to

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What the school does well

help all pupils develop socially and morally. • The headteacher provides very strong leadership and, with the help of a conscientious team of teachers and very supportive governors, successfully plans and evaluates the work of the school.

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What could be improved

• The quality of pupils’ handwriting and the presentation of their work which are not as high as their other language and numeracy skills. • Assessment and recording of pupils’ achievements in some subjects to match the good assessment procedures already in place, for example in English and mathematics. 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

Since its last inspection in June 1997 the school has made a very good improvement in the areas of concern highlighted in the report and all of them have been dealt with fully. The school has good systems in place, which ensure involvement of all relevant personnel in school development planning. There is a clear framework for monitoring and supporting teaching. The headteacher, along with coordinators, regularly observes lessons and feedback is given to teachers on strengths and areas for improvement. Through a planned programme, the school effectively provides a wide range of experiences for pupils’ spiritual and cultural development. There are planned opportunities in lessons for pupils to reflect on and discuss their views with others about other cultures and beliefs. The school has an effective policy for personal, social and health education (PHSE) and this provides clear guidance for teachers. The school

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

plans weekly PHSE lessons for pupils and the introduction of circle time provides other opportunities for pupils’ personal development. All these factors have helped improve the quality of teaching, which in turn has maintained the very good standards pupils achieve, particularly in English and mathematics. The school is well placed to continue to improve and has a strong commitment to do so. Black Horse Hill Infant School - 7

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STANDARDS

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

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Key

1999 2000 2001 2001 Very good A* Reading A A* A A Well above average above average A B Writing A A A A Average Below average C D Mathematics A* A* A A* Well below average E

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Key

The information shows that results in reading, writing and mathematics are well above the national average. Compared to schools that have pupils from a similar background, results are much higher than usual. Trends over time show results have been consistently well above the national average. Results are particularly good because of the very good teaching and the very good attitudes of the pupils. The scrutiny of pupils’ work and their performance in lessons indicate similar high standards in the current Year 2 class. There is no significant difference between the standards that boys achieve in comparison to girls. Results have not risen over the past three years at a similar rate to that found in most schools nationally because of the high standards being achieved. Standards in English and mathematics are sufficiently high. However, the quality of presentation of pupils’ work and the handwriting skills of pupils are not as high as

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Key

their other language and number skills. In other lessons observed, good standards were achieved in information and communication technology (ICT), art, dance, music and religious education and displays indicate pupils achieve well in design and technology (DT). The school has already met the high targets it was set in national tests and is on line to achieve future targets.

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Aspect Comment

Attitudes to the school Very good. Pupils are keen to learn. They settle quickly to tasks and concentrate well. They are proud of their school and give of their best. Behaviour, in and out of classrooms Behaviour both in lessons and around the school is very good. Pupils care for one another, showing respect for adults and other pupils. Personal development and relationships Personal development is very good and pupils have a clear sense of responsibility. Relationships are very positive. Attendance Satisfactory. Attendance levels are similar to that found in most schools and pupils enjoy coming to school. Black Horse Hill Infant School - 8

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

Quality of teaching Very good Very 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. Overall, the quality of teaching is very good. Teachers successfully meet the needs of all pupils including pupils with special educational needs and those for whom English is an additional language. Across the school all of the teaching seen was satisfactory or better, and in almost 60 per cent of lessons it was very good. This shows a very good improvement in the quality of teaching across the school since the last inspection, when 11 per cent of teaching was unsatisfactory and only eight per cent was very good. Overall, the teaching of English and mathematics is very good and the skills of literacy and numeracy are effectively taught. However, in the majority of classes sufficient focus is not given to the teaching of

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

handwriting. This also results in work, which on occasions, is not well presented. Pupils are well motivated by the challenging tasks teachers prepare. Teachers establish excellent relationships with their pupils and have high expectations of their behaviour and the amount of work they should do. Pupils respond very positively and try hard to reach the high standards they are set. The very good teaching is instrumental in helping all pupils achieve well.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum is broad and relevant and caters well to the wide range of pupils’ interests and abilities. Teachers’ planning is very thorough. There is a strong emphasis on literacy and numeracy with lots of opportunities for pupils to use their literacy skills in other subjects. There is a good range of visitors and visits that further enriches pupils’ experiences.

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Aspect Comment

Provision for pupils with special educational needs Very good provision; work is well planned to meet needs. Effective support helps pupils to achieve the targets set in the areas highlighted in their education plans.

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Aspect Comment

Provision for pupils for whom English is an additional language Very good. The pupils are well supported by both the staff and other pupils. Those who enter school with very little English quickly become confident and make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Pupils gain a very clear understanding of their moral and social responsibilities from the staff’s good role models and clear codes of behaviour. Learning opportunities for pupils’ personal development are good. Good examples were seen of pupils working together and organising themselves in English, science and when working on the computer. How well the school cares for its pupils The school provides a very secure, caring environment. Teachers know their pupils well and good assessment in English, mathematics, science, DT and ICT helps them build on pupils’ past learning. In other subjects pupils are not regularly assessed, resulting in little recorded evidence of their achievements. Parents support the school well, both in raising funds and by helping pupils at home or in school with their work. The school successfully keeps parents informed about the work of the school and of their children’s

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Aspect Comment

progress. Black Horse Hill Infant School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher, supported by a conscientious deputy, provides very effective leadership and her strong commitment ensures she has the respect of the whole school community. There is a very good team approach in decision making and day-to-day organisation. Coordinators conscientiously manage their subjects and are influential in developing and improving the teaching of their subject.

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Aspect Comment

How well the governors fulfil their responsibilities Good. Governors are very supportive and carry out their duties well. They successfully monitor and analyse the work of the school and help in the planning of future developments.

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Aspect Comment

The school’s evaluation of its performance Very good. The school carefully evaluates its performance. Where areas for improvement have been identified the school considers and successfully implements ways to raise standards.

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Aspect Comment

The strategic use of resources Good. The money the school receives is used well and resources are effectively deployed.

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Aspect Comment

The school considers carefully how it can get best value in purchasing equipment and services.

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What pleases parents most What parents would like to see improved

• The quality of teaching and the amount of homework pupils receive. • The behaviour of pupils and the progress they make. • The management and leadership of the school and the information the school provides. • The school helps pupils become mature and responsible and expects pupils to work hard and achieve their best. • Information on pupil progress. • More activities out of school.

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What pleases parents most What parents would like to see improved

Inspectors’ judgements support parents’ positive views. It does not support parents’ views about out of school activities. The school provides a similar range of activities out of school to that found in most infant schools and many pupils enjoy this provision. For example, there is a computer club that is beneficial to pupils, especially for those who have no access to a computer at home. The after school club provides a good facility for pupils to further socialise. Black Horse Hill Infant School - 10

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above the national average in reading, writing and mathematics and are much higher than

those achieved by schools with pupils from a similar background.

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above the national average in reading, writing and mathematics and are much higher than

1. In the 2001 national tests the proportion of pupils aged seven reaching the expected level (Level 2) was well above the national average in reading and writing and very high in mathematics. The proportion of pupils reaching the higher level (Level 3) was well above average in reading, writing and mathematics; really very good results. When compared with schools with pupils of a similar background, the school’s results are well above average in reading and writing and very high in mathematics.

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above the national average in reading, writing and mathematics and are much higher than

2. All pupils show a keen interest in books and even the youngest children are happy to read a story from their reading book to an adult. In Reception, when reading the story of ‘Can You’ many children understood and incorporated the use of punctuation into their reading showing good expression. By the time pupils leave the school, the majority read fluently whether reading stories for pleasure or seeking information, for example when using reference books. Year 2 pupils confidently read words such as ‘nicknamed’ and ‘surprise’. They display good skills in reading unfamiliar words and recognise when they have misread a word. When talking about the stories they have read the majority of pupils identify the main points and express their opinion about ideas. Pupils use the library frequently and have good library skills. They understand, and confidently use, the index and contents pages to find information from books and read the appropriate text well.

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above the national average in reading, writing and mathematics and are much higher than

3. Writing skills are well taught across the school. In Year 1, after discussing how authors use language to create a setting, the higher attaining pupils are able to use their understanding of this in their own written work. For example one pupil wrote, ‘The owl swooped down from the tree. He frightened the teddy bear so much his ears fell off!’ By the age of seven, the majority of pupils express their ideas well in sentences, showing sound skills in spelling and in the correct use of grammar. The higher and average attaining pupils plan their stories carefully so that they have a beginning, middle and end, and learn how to improve what they write. They write well imaginatively and select appropriate forms for different purpose. For example, one pupil wrote ‘My monster eats all non-vegetarian things!’ A good range of adjectives adds interest and colour to their stories and holds the reader’s attention. Pupils

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above the national average in reading, writing and mathematics and are much higher than

use their skills well in other subjects, for example when making and writing postcards from West Kirby in geography, writing about famous people in history, such as Guy Fawkes, or describing different sounds they can hear in the classroom, in science. However, the standard of presentation of their work and their handwriting skills do not match the high standards achieved in other aspects of writing.

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above the national average in reading, writing and mathematics and are much higher than

4. In the Reception class, the children are introduced to challenging mathematical concepts such as estimation. The children show they understand what an estimate is and confidently guess the number of boxes that fit inside a larger box. In completing the activity many show an understanding of size and the ability to count accurately. They record their estimate and then carefully count to see how close their guess is. Much of the number work is practical and the children use their knowledge and mental skills well in everyday practical situations.

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above the national average in reading, writing and mathematics and are much higher than

5. Throughout the school there is a strong emphasis on developing pupils’ confidence and skills to answer mental mathematical questions and pupils exhibit many strategies to help them find answers to numerical questions. In a Year 1 lesson, for example pupils were able to choose the appropriate mathematical operation and mental strategy to solve money problems. In discussions with a partner pupils explained, ‘We need to add the numbers because we are finding how much altogether’ or ‘I think we need to subtract because we Black Horse Hill Infant School - 11 are finding the difference to work out how much change to give’. In finding their answers pupils showed a good knowledge of number bonds to 20. By the time pupils leave the school, they have acquired good range of strategies for answering written numerical questions and are confident in mental recall of number facts. In a Year 2 lesson involving solving problems requiring the multiplication of two one digit numbers, the pupils displayed

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above the national average in reading, writing and mathematics and are much higher than

a variety of strategies. Some pupils used doubling, others used their knowledge of number bonds to 10, and a minority used adding the number repeatedly. The higher attaining pupils clearly explained their thinking and showed an understanding of partitioning for example, 6 x 6 = 6 x (5+1) = 30 + 6 = 36.

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above the national average in reading, writing and mathematics and are much higher than

6. The high standards in reading, writing and number contribute significantly to pupils’ learning across the curriculum.

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result, pupils behave very well; they form warm, sincere relationships, try hard with their

7. The relationships within the school community are respectful and very supportive and are a strength of the school. Pupils respond extremely well to being valued as individuals. They take responsibilities eagerly and successfully develop into independent learners. Tasks such as tidying up are completed without fuss from the nursery class upwards. Pupils are appreciative of the teachers’ capacity to make learning fun and interesting, responding positively to these qualities. They are very keen to come to school, which is reflected in the fact that many pupils arrive early.

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result, pupils behave very well; they form warm, sincere relationships, try hard with their

8. Pupils’ attitudes to school and to learning are very good, their behaviour is very good and relationships are of high quality. They work with enthusiasm and are well motivated, exhibiting great interest in all that is around them. In a Year 2 literacy lesson, pupils were eager to learn and demonstrated a strong capacity to sustain their concentration. Pupils responded well to the ‘challenge’ they were given in trying to identify the characteristics of instructional text. Pupils sensitively discussed the text, responding very positively to the task. Pupils recalled enthusiastically where they had seen instructional text ‘when my mum bakes a cake’ or ‘when my dad mends his car’. As well as listening attentively to their teachers they take notice of the thoughts and comments of other pupils in the class. This was particularly evident in a Year 1 mathematics lesson as pupils explored using money for

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result, pupils behave very well; they form warm, sincere relationships, try hard with their

shopping. They listened carefully to one another’s answers and reflected on the different ways pupils used to work out their answers. Very good working habits are formed as they respond positively to the teachers’ high expectations of academic achievement, attitudes to work and positive behaviour. For example, in a Year 1 art lesson, pupils concentrated well for 20 minutes in drawing a cello and a guitar. Pupils develop very good cooperative skills for partnership and group work. They demonstrate a polite helpfulness toward each other as well as to all adults. Pupils are confident enough to try out individual ideas and share their ideas with the rest of the class, for example, when in a Year 1 science lesson pupils wrote their ideas about the sounds made in five different sound boxes. In the plenary session at the end of the lesson pupils took pride in reading their observations to the rest of the class and appreciated the positive comments they received from their classmates.

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result, pupils behave very well; they form warm, sincere relationships, try hard with their

9. The school’s expectations of standards of behaviour are clearly stated all round the school as ‘Golden Rules’. Pupils understand what is required of them and they strive to achieve these goals. The standard of behaviour in the school is extremely good and makes a strong beneficial contribution to the quality of education provided by creating an effective environment for all pupils to learn in. The pupils respond to visitors in a friendly and self- confident manner. They are courteous to all, both inside and outside the building. They show respect for other pupils and for property, and value each other's opinions. They respond very well to the adult role models around them. There have been two exclusions in the school in the last year for unacceptable behaviour. This had a positive impact on those Black Horse Hill Infant School - 12 pupils’ behaviour. Parents express great satisfaction with the beliefs and standards

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

10. In the previous inspection the quality of teaching was unsatisfactory in 11 per cent of the lessons; this was mainly due to a lack of match of work to pupils’ abilities and poor pupil management. Overall, the quality of teaching has significantly improved; there were no lessons where the teaching was unsatisfactory and in 60 per cent of the lessons it was very good. A number of factors have contributed to the improvement in the overall quality of teaching. The development of effective coordinators has improved the continuity in the teaching and good assessment procedures in English and mathematics give teachers a clear picture of pupils’ attainment. Teachers’ short term planning is good and lessons have clear learning objectives. The headteacher and coordinators regularly evaluate the performance of all the teachers in the classroom and a professional dialogue follows on the strengths of the teaching and areas for improvement. The quality of teaching helps pupils

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

of all abilities to make good progress in most lessons and to raise their levels of attainment.

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

11. A strength of the teaching is the ability of teachers to build on pupils’ past learning. Good assessment procedures in English and mathematics provide teachers with a clear picture of what pupils know, understand and can do. Teachers clearly state what pupils are to learn by writing the objective of the lesson on the whiteboard and sharing this with the pupils. At the end of the lesson, the teacher checks on whether pupils have achieved this. This was the case in a very good mathematics lesson in Year 2 when pupils were exploring different strategies that they could use to solve multiplication problems. The teacher began the lesson by carefully explaining how multiplication was repeated addition. The teacher explained this clearly to pupils using biscuits and a number of plates. Pupils transferred these strategies well as they strove to find the solution to the written problems. They made good use of mental skills and their knowledge of number bonds. All lessons are well

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

planned, cater for the needs of all pupils, have a clear purpose, include challenging activities and proceed at a good pace. In a very good numeracy lesson, reception children effectively developed their skills in prediction when they tried to guess how many boxes would fit in another box. The teacher was skilful in assessing the children’s needs and provided good support directing children on how to make sensible guesses. Discussion and questions were used to challenge pupils and check understanding. A strength of the teaching is the great value teachers place on pupils’ contributions for example, in a Year 2 literacy lesson as pupils discussed how they could recognise instructional text. The teacher skillfully used pupils’ responses, whether they were correct or not, to help them develop their ideas further and to see alternative possibilities for example, ‘ Could you explain that a little better’ or ‘Have you thought about….?’. Good use is made of pupils’ own experiences

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

which often help them understand more easily and make their learning more meaningful.

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

12. Teachers have a very good knowledge and understanding of the subjects they teach. In a very good music lesson in Year 1, the teacher effectively transferred her own knowledge and enthusiasm that had a positive impact on the learning. At the start of the lesson, the teacher provided pupils with sufficient information, through explanation and questioning, to enable them to appreciate successfully the sounds that different instruments make. Pupils achieved well and by the end of the lesson could differentiate long and short sound and refine their performance. Planning is of a very good standard providing effective coverage, balance and breadth. Teachers plan long-term for a period of weeks; this is particularly effective in year groups where their teachers plan together, ensuring pupils cover the same work. The management of pupils in the classroom is very good, and teachers achieve high levels of discipline. In English and mathematics, a variety of teaching methods are used

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

Black Horse Hill Infant School - 13 effectively to achieve good levels of concentration by pupils, and create an industrious learning environment. Class teaching is very effective and successfully encourages and supports pupils, who as a result make good progress. Effective use is made of good quality resources to motivate pupils. In a Year 2 religious education lesson the teacher provided an interesting range of resources for all pupils to discuss in order to gain a clear understanding about Divali and how Hindus celebrate the occasion.

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

13. Relationships between teachers and pupils are very good and there is mutual respect. In the teaching of children in nursery, staff value greatly children’s efforts and responses. They have high expectations of the children in all areas of learning. They plan interesting activities carefully and intervene in the learning when necessary to challenge the children to make further progress and to improve levels of attainment.

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

14. Homework is used consistently and supports the work in classrooms. The regular use of homework is effective in promoting the development of reading, spelling and number work. The reading diary provides a good link between home and school. Parents are happy with the amount of homework given and expressed this view at their meeting with inspectors. A small percentage of parents expressed some concern on the questionnaire. Inspectors found homework is consistently given to pupils and supports their learning well.

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

15. The quality of support that pupils with special educational needs and those for whom English is an additional language receive is very good and ensures they are fully included in all aspects of school life. Individual education plans (IEPs) exist for all pupils who have been identified and placed on the special needs register. They are well planned and structured and identify appropriate and realistic goals. Good provision for pupils with special educational needs is made by planning tasks that are well matched to their needs, enabling pupils to make very good progress towards the targets set for them. Pupils who work in small groups with teaching assistants make very good progress. For example, in a Year 1 lesson when pupils were learning about money, a good range of tasks, and the teaching assistant’s high expectations motivated pupils well and pupils’ comments of ‘I’m really trying hard’ reflected their great effort. Pupils successfully completed the task and

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and contributions are greatly valued; this enables pupils to be fully included in all aspects

gained a clear understanding of the value of coins to 50 pence. Pupils who have English as an additional language are well supported by adults and pupils alike. For example in a Year 1 art lesson, a pupil with limited English was given a ‘talking partner’ who had very good language skills to help him discuss his ideas about the work of Picasso.

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range of interesting experiences in all subjects. Very good provision is made to help all

16. The school has made a very good improvement in the concerns expressed in the last report about the spiritual and cultural aspects of the curriculum. Through a planned programme, the school effectively provides a wide range of experiences for pupils’ spiritual and cultural development. There are planned opportunities in lessons for pupils to reflect on and discuss their views with others about other cultures and beliefs. The curriculum takes account of the needs of all its pupils and the school provides many experiences that enrich the curriculum. For example, Year 2 have visited the Cultural Centre at Birkenhead linked to their work on Diwali. In discussion with pupils they felt the visit had ‘brought the subject to life and made it more interesting’. Recently a group of professional writers came into the school to talk about their work. Over the year all classes visit places of interest to enrich their work in lessons and good use is also made of the local community. An

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range of interesting experiences in all subjects. Very good provision is made to help all

extensive programme of visitors to the school, workshops, competitions, joint activities with the junior school, charitable events and school association activities, enriches the curriculum. There are good links with local church, charities, the local hospice and members of the community. The curriculum provides interest, knowledge and excitement for pupils through the teaching in different subjects and has a very positive influence on Black Horse Hill Infant School - 14 their personal development. Teachers clearly identify opportunities for spiritual and cultural development in lessons. Good opportunities were seen in assemblies, circle time, religious education, music, art and physical education. For example, in a Year 1 circle time session, the pupils where given the opportunity to reflect on ‘Who is your special friend and why?’ or ‘What do you feel you have done well today?’

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range of interesting experiences in all subjects. Very good provision is made to help all

17. Provision for pupils’ moral development is very good and is successfully promoted by the school code of behaviour and effective teamwork between pupils, all school staff and parents. Effort and achievement are consistently rewarded by an ongoing merit system. Staff make good use of praise and successfully build on positive behaviour. All staff provide excellent role models by setting a clear example. Pupils learn from the respect and consideration shown to them. Themes in assembly particularly support the shared values and principles, and opportunities are provided in circle time when pupils discuss many issues. Older pupils’ behaviour towards the younger ones actively shows thought and care. Pupils demonstrate a good understanding of right from wrong. Several instances were seen of pupils helping others in difficulty in the teaching areas. Value is placed on every pupil’s work and effort. Such recognition is successfully reflected in the attractive displays

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range of interesting experiences in all subjects. Very good provision is made to help all

of their work around the school and in the conversations between teachers and pupils during lessons.

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range of interesting experiences in all subjects. Very good provision is made to help all

18. The school’s provision for social development is very good. Pupils are encouraged to be self-reliant and to show consideration and concern for others. Pupils are helped to develop an understanding of citizenship; for example pupils are providing boxes for ‘Operation Christmas Child.’ Pupils are also taught to have a concern for the environment, for example, pupils are taking part in an ‘Eco-schools’ project and are putting forward ideas to further develop the school grounds. The school is involved closely with the community. The school takes part in celebrations such as Harvest Festival and supports the Royal National Institute for the Blind, National Children’s Homes and Remembrance Day. Older pupils are given responsibilities in the school. During lunchtime, pupils successfully act as monitors looking after younger pupils; they also act as register monitors. They sensibly look after younger pupils at playtimes and at lunch times. The pupils collect for charities, enjoy

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range of interesting experiences in all subjects. Very good provision is made to help all

educational visits and relate to members of the community as the occasion arises. There have been occasions when pupils from the school have entertained senior citizens for example, at the Harvest Festival celebration. There is a clear code for good behaviour through ‘Golden Rules’ and this is embedded in the teaching and life of the school. Opportunities for social development permeate every area of the curriculum and help pupils develop high self-esteem and positive skills of social interaction. Their achievements are acknowledged with special certificates for good behaviour and positive attitudes. A strong incentive for pupils is ‘Golden Time’ at the end of the week when they choose an activity they wish to do in recognition of their hard work and good behaviour. There are many opportunities for pupils to work co-operatively in class. A strength of the school is the way in which it encourages the pupils to take the initiative in lessons and to develop their

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range of interesting experiences in all subjects. Very good provision is made to help all

interests further. Pupils begin to organise their own learning and to make decisions.

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team of teachers and very supportive governors, successfully plans and evaluates the

19. The school is very well led by a very conscientious headteacher, who provides clear educational direction. She sets a very good example to the school’s community in upholding the ethos of the school and has the respect of staff, pupils, governors and parents alike. The headteacher has successfully implemented the introduction of monitoring of teaching, target setting and developing a team approach to curriculum management. Through her endeavours, the school has twice received an Investors in People award and an Achievement Award from the Department for Education and Employment. This has helped bring about an improvement in the management of the Black Horse Hill Infant School - 15 school. There is a very effective management structure in place that leads to regular involvement of all staff through clear channels of communication. Individual teams share a curriculum area; this has proved to be particularly effective in actively involving all staff in

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team of teachers and very supportive governors, successfully plans and evaluates the

the development of the school. In providing professional support, the headteacher, with strong support from the deputy, has built a loyal, hard-working team who share her commitment to creating a happy, stimulating environment for pupils with a clear focus on all pupils achieving their potential.

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team of teachers and very supportive governors, successfully plans and evaluates the

20. A strength is the effective monitoring which takes place. The headteacher and deputy rigorously monitor teaching and curriculum development. Every term the headteacher monitors each class and discusses her findings with the class-teacher. This provides opportunities to exchange thoughts about successes, as well as to discuss areas of improvement to the quality of teaching. Coordinators have clear and realistic responsibilities that are laid out in their detailed job descriptions. The school’s development plan features relevant targets set for the different subjects. Appropriate structures exist for coordinators to monitor teachers’ planning, give advice on, and develop their subject. Teachers complete an audit of their subject and produce a written report indicating areas of strength and areas in need of development. From this an action plan is created indicating how improvements can be made. This information is then shared with colleagues and

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team of teachers and very supportive governors, successfully plans and evaluates the

governors and a review date is set. This has been particularly effective in English, where through classroom observation, areas of development have been identified and are being improved for example, extended writing.

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team of teachers and very supportive governors, successfully plans and evaluates the

21. The school has made a very good improvement in the issue raised in the last report concerned with development planning. This aspect of the school’s management is now a strength of the school and involves the whole staff and governing body in the setting of relevant priorities and targets for the coming year. The format shows very good practice. It successfully identifies key areas for development, is carefully costed and has criteria to judge success by. Progress on areas of development is evaluated carefully, for example the headteacher receives termly reports from coordinators on the progress made in the priorities identified in the development plan, related to its impact on pupils’ performance. Adjustments are then made to the plan in the light of these evaluations where necessary; this creates a working document and an effective management tool.

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team of teachers and very supportive governors, successfully plans and evaluates the

22. The school has a detailed spending plan that is carefully linked to the development plan and consequently, the school uses the money it receives well. Educational developments are supported well through financial planning; for instance, large amounts of money have been spent on priorities such as literacy and numeracy. Members of the governing body are appropriately included in consultations and receive regular updates on income and expenditure. The headteacher and governors conscientiously evaluate the impact of spending. For example, as a result of monitoring, the school provided extra teaching assistants to support pupils with special needs. As a result pupils with special needs are well supported and teachers appreciate the help they receive. Monitoring the progress of these pupils has shown how successful this provision has been. The modest surplus has been carefully acquired over several years by careful budgeting and is seen as a

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team of teachers and very supportive governors, successfully plans and evaluates the

necessary security against the need to provide extra teaching support for pupils in large year groups in order to raise standards further; this is a major priority for the school. Black Horse Hill Infant School - 16

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By the time pupils leave the school, the quality of the presentation of their work and of

their handwriting is not as high as their other language and numeracy skills.

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By the time pupils leave the school, the quality of the presentation of their work and of

23. The school has successfully introduced the National Literacy and Numeracy strategy. Pupils are taught these basic skills well and achieve high standards. However, the quality of presentation of their work and the standard they achieve with their handwriting do not meet the high standard achieved in other aspects of their work, for example, in their spelling, use of grammar and computational skills. Children are appropriately introduced to letter formation in Reception classes and most achieve a reasonable standard but there are examples of letters being incorrectly formed and not all children hold their pencil correctly. In Year 1 and 2 classes there is inconsistency in the attention given to further developing these skills and pupils do not practise their handwriting enough. As a result on many occasions letters are not consistent in size and are not joined. The time and focus given to handwriting is not consistent and by the age of seven, some pupils display bad habits.

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By the time pupils leave the school, the quality of the presentation of their work and of

These habits include holding their pencil incorrectly, poor posture and starting and finishing letters at the wrong place. At times, when handwriting is taught it is with the whole class and as a result the teacher does not always see how pupils are forming their letters or holding their pencils. Where teaching is more effective the teacher works with small groups to monitor these aspects carefully in order to prevent bad habits being formed. At times, pupils’ work is poorly presented.

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not evident in other subjects. As a result, teachers do not have a clear picture of what

pupils know, understand or what they can do in these subjects.

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not evident in other subjects. As a result, teachers do not have a clear picture of what

24. The school has good systems in place in English, mathematics, science, DT and ICT to assess and record pupils’ achievements. Current assessment procedures successfully reflect the National Curriculum level pupils have achieved. At the end of the week, teachers evaluate the pupils’ work and record those pupils who have achieved the learning objectives and those who have not. This information is used to plan future work. The school has also introduced target setting for pupils, which has proved successful in motivating pupils. For example, the ‘Clever Caterpillar’s’ target in one Year 1 pupil’s numeracy book was ‘to count 10 more 10 less accurately using a number line’ or a group literacy target for Year 2 pupils was ‘to make sure I use capital letters and full stops in my work’. These procedures are well established in English and mathematics. However, this good practice is not in evidence in other subjects and pupils are not regularly formally assessed, resulting

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not evident in other subjects. As a result, teachers do not have a clear picture of what

in little recorded evidence of what pupils know, understand or what they can do in these subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

25. Overall, the school is doing well but further improvements can be made by focusing on:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) further improving pupils’ handwriting skills and raising the standard of presentation of pupils’ work;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) extending the good assessment and recording practice established in English and mathematics into all other subjects. Black Horse Hill Infant School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 7

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

Percentage 0 60 25 15 0 0 0 The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents five percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 24 159

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals n/a 19 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 27

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 6

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 27

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 10

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Attendance

National comparative data 5.5 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Black Horse Hill Infant School - 18

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Attainment at the end of Key Stage 1 (Year 2)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 24 32 56

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 23 22 24 Numbers of pupils at NC level 2 and above Girls 32 32 32

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 98 (93) 96 (98) 100 (98) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 23 24 24 Numbers of pupils at NC level 2 and above Girls 32 32 32

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 98 (98) 100 (98) 100 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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Attainment at the end of Key Stage 1 (Year 2)

Percentages in brackets refer to the year before the latest reporting year. Black Horse Hill Infant School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage 0 0 Black – African heritage 0 Black – African heritage 0 0 Black – other 0 Black – other 0 0 Indian 4 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 1 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 214 White 2 0 Any other minority ethnic group 3 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Qualified teachers and classes: YR – Y2 Total number of qualified teachers (FTE) 8 Financial year 2000/2001 Number of pupils per qualified teacher 19.9 Average class size 26.5 £ Education support staff: YR – Y2 Total income 395,487 Total number of education support staff 5 Total expenditure 380,386 Total aggregate hours worked per week 167.5 Expenditure per pupil 2,125 Qualified teachers and support staff: nursery Balance brought forward from previous year 32,155 Total number of qualified teachers (FTE) 1 Balance carried forward to next year 47,256 Number of pupils per qualified teacher 26 Total number of education support staff 1 Total aggregate hours worked per week 32.5 Number of pupils per FTE adult 13 FTE means full-time equivalent.

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Recruitment of teachers

Number of teachers who left the school during the last two years 1 Number of teachers appointed to the school during the last two years 2

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0 Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0 Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 FTE means full-time equivalent. Black Horse Hill Infant School - 20

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 75 25 0 0 0

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Percentage of responses in each category

Behaviour in the school is good. 54 39 1 0 5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 53 35 3 0 9

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 61 34 5 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 76 23 1 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 70 27 0 0 4

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Percentage of responses in each category

The school works closely with parents. 54 41 4 0 1

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Percentage of responses in each category

The school is well led and managed. 75 22 1 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 76 20 0 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 28 25 20 3 24

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