Other · Ofsted report

Meadowhead Community Infant School and Nursery

Inspected — · published 3 Oct 2002 · URN 119122

Original PDF ↗

Summary

No overall grade in this framework

Foundation Stage

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectorssingle source
Foundation Stage
URN verified
119122

Page 1 of 50

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+54Positivemore positive than 53% of reports of this type

In line with other reports of this type.

Praiseexcellenteffectivelyvery wellimprovedstrongsuccessfullyeffectivemake good progress

Criticismlackweaknessesweaknessbelowweaknot alwayslimitedshortcomings

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings22622w+54
What needs to improve844w+37

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 50
Words of findings: 23,249; longer than usual (typical 1049)
Reading level: Hard; Flesch 50, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 94%What needs to improve 4%About the inspection 2%

Full report text

MEADOW HEAD INFANT SCHOOL

Dates of inspection: 1 st – 4 th July 2002

p.1

MEADOW HEAD 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.

p.1

MEADOW HEAD 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. Meadow Head Infant School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Shorrock Lane Blackburn Lancashire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr D. Narayan

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: December 1997 Meadow Head Infant School - 4

p.3

Subject responsibilities Aspect responsibilities

4074 Mr. R. Gill Registered inspector Foundation Stage, science, art and design and music. What sort of school is it? The school’s results and pupils’ achievements. How well are the pupils taught? How well is the school led and managed? What should the school do to improve further? 8988 Mrs. J. Cross 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 its parents? 1882 Mrs. L. Chapman Team inspector Equal opportunities, mathematics, information and communication technology (ICT), and physical education. How good are the curricular opportunities?

p.4

Subject responsibilities Aspect responsibilities

19041 Mr. R. Linstead Team inspector English, English as an additional language and design and technology. 22644 Mrs. B. Hill Team inspector Special educational needs, geography, history and religious education.

p.4

Subject responsibilities Aspect responsibilities

Independent School Inspection Services (ISIS) 3 Harrowby Road West Park Leeds LS16 5HN

p.4

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:

p.4

Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

p.4

Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Meadow Head Infant School - 5

p.4

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

p.5

HOW HIGH ARE STANDARDS? 10

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

p.5

INFORMATION ABOUT THE SCHOOL

Meadow Head Infant School is situated close to the centre of Blackburn in Lancashire. The majority of the school’s 280 pupils live locally. A very few travel by bus to school from the centre of Blackburn. The school is bigger than an average sized infant school. About 30 per cent of pupils receive free school meals, which is higher than the national average. The proportion of pupils with special educational needs is above average and an average proportion has a Statement of Special Educational Needs. Most pupils with special educational needs have moderate learning difficulties. About two per cent of pupils have an ethnic minority heritage. A very small proportion of pupils is learning English as an additional language and even fewer are at an early stage. Most pupils attend the school nursery before joining the reception classes. The school is part of an Educational Action Zone that was established to provide facilities and

p.6

INFORMATION ABOUT THE SCHOOL

resources to assist in the raising of educational standards. The school will not be receiving funds from this project until September 2002. Children’s attainment when they start school is below average.

p.6

HOW GOOD THE SCHOOL IS

Meadow Head Infant School gives a good standard of education that includes a high regard for children’s personal development. Standards reached by pupils by the end of Year 2 are often in line with national averages in reading, writing and mathematics as a result of the good teaching they receive. This represents good achievement because most pupils started school with attainment that was below expected levels. The school is well led by the headteacher, governing body and the staff who have a strong commitment to raising standards and maintaining a good all round level of education. The school is managed well. Despite the relatively high cost of educating pupils at Meadow Head, the school provides good value for money.

p.6

HOW GOOD THE SCHOOL IS

What the school does well • Standards in information and communication technology (ICT), by the end of Year 2, are higher than expected nationally due to the very good use made of the excellent resources. • The quality of teaching is good and has improved substantially since the time of the last inspection. • The school is well led with a very good commitment to raising standards. • Parents are given very good opportunities to be involved in their children’s learning. • The well-organised provision for pupils with special educational needs helps them to make good progress. • The very good provision for spiritual, moral, social and cultural development has a strong effect on pupils’ personal development.

p.6

HOW GOOD THE SCHOOL IS

What could be improved • The clarity of the school’s development planning process as it relates to improving standards. • The way that pupils are involved in evaluating their own learning and working towards targets for improvement. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

When the school was inspected in December 1997 it was described, primarily, as being very successful at promoting a caring ethos where children are valued. This is still the case and good improvements have taken place in other aspects of the school’s provision. Since 1997 the National Strategies for Literacy and Numeracy have been successfully introduced and provision for ICT has been improved radically. The nursery and reception classes have been formed into a cohesive Foundation Stage. The quality of teaching has been improved to include a much higher proportion of good, very good and excellent lessons. There have been good improvements since the last inspection in the provision for pupils’ spiritual, moral, social and cultural development, the progress made by pupils with special educational needs, the assessment of pupils’ learning and the general concern for pupils’ welfare. The school has Meadow Head Infant School - 7

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

tackled successfully the key issues contained in its previous inspection report. For example, pupils now practise their writing well in subjects other than English and the monitoring of attendance is now good.

p.7

STANDARDS

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

p.7

STANDARDS

Performance in: all schools similar schools Key

p.7

STANDARDS

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

p.7

STANDARDS

Pupils attain standards in reading, writing and mathematics that are often in line with the national average. Standards in science follow a similar pattern. The 2001 results fell below the national average, but were still reasonable when compared to the standard achieved by pupils in similar schools. Moreover, many pupils achieved well in 2001 because the proportion of pupils who found learning difficult was unusually high for the school. Writing was the weaker aspect of learning in 2000 and 2001, but pupils’ achievement is higher this year. The school’s efforts to raise standards in writing are finally paying off. Current attainment meets the national average in reading, writing, mathematics and science by the end of Year 2.

p.7

STANDARDS

By the end of the reception year, children do not reach the expected level in communication, language and literacy, mathematical development and knowledge and understanding of the world. They do, however, reach expected levels in creative development, physical development and personal, social and emotional development because they are not hampered so much by the lack of fluency in their speech. By the end of Year 2, pupils achieve average standards in all other subjects except in ICT and physical education where they go beyond what is expected for their age.

p.7

STANDARDS

Pupils with special educational needs and those who are learning English as an additional language achieve well owing to the good quality support they receive from teachers and their assistants. Those pupils who are capable of higher attainment achieve satisfactorily. Pupils’ learning is generally good; they achieve well considering the below average level of skills with which they enter the school.

p.7

PUPILS’ ATTITUDES AND VALUES

Aspect Comment Attitudes to the school Very good. Pupils have very positive attitudes towards their learning. They enjoy school, involve themselves fully in their work, and are keen to please their teachers and the support staff by doing their best. Behaviour, in and out of classrooms Good. Pupils are well behaved in lessons and in their free time. This enables them to concentrate fully on their work and play without oppression or harassment. There have been no exclusions from the school. Personal development and relationships Very good. Relationships are very positive throughout the school. Pupils' personal development is good. They show consideration for others and are careful not to hurt their feelings. They willingly and sensibly help the staff with a range of tasks. Meadow Head Infant School - 8 Attendance Satisfactory. Attendance continues to be in line with the national average. The rate of unauthorised absence has fallen and is now below

p.7

TEACHING AND LEARNING

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

p.8

TEACHING AND LEARNING

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

p.8

TEACHING AND LEARNING

The quality of teaching is good. Successful teaching, throughout the school, has a positive effect on pupils’ learning as demonstrated by their good achievements in reading, writing and mathematics by the end of Year 2. Pupils’ attitudes to learning are very positive and they concentrate hard on their lessons. The National Strategies for Literacy and Numeracy have been implemented well by staff and are taught well as are both English and mathematics. Teaching for children in the nursery and reception classes is good overall, but better, on balance, in many reception lessons in which effervescent teaching produces very positive effects in children’s learning. The school succeeds well in meeting the needs of most pupils including those with special educational needs and pupils who are learning English as an additional language. Higher attaining pupils sometimes lack suitable targets to reach very high standards. On

p.8

TEACHING AND LEARNING

occasions, average and higher attaining pupils lack sufficient opportunities to talk about what they have learned. This is a relative weakness of learning in lessons.

p.8

TEACHING AND LEARNING

Teaching is good in all subjects or areas of learning except in music and art and design where it is satisfactory. In ICT teaching is very good as a result of the powerful way in which staff use their expertise well and employ the up-to-date resources in the form of electronic whiteboards.

p.8

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good. Pupils enjoy a wide ranging curriculum that is well supplemented by special weeks in which deeper study of one subject can be undertaken.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Good. Teachers, teaching assistants and specialist teachers all work well together.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Good. Pupils are well provided for in the classroom, but the evaluation of their progress could be better.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal development, including spiritual, moral, social and cultural development Very good. Personal development plays an important part in giving pupils the confidence to achieve well. This is a strength of the school.

p.8

OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Well. The school takes good care of its pupils . Welfare, health and safety are seen as very important. There are good procedures to encourage regular and punctual attendance and good behaviour. Pupils’ work is assessed thoroughly and the information generated is used well to plan new lessons. Pupils’ results are monitored reasonably well, but analysis is often not thorough enough for average and above pupils who are capable of higher attainment. Meadow Head Infant School - 9 How well the school works with parents. Very well. The school's partnership with parents is very effective. It provides very good information for them, particularly about what and how their children learn. Parents have a very high regard for the school and get involved well in their children's learning.

p.8

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Good. The headteacher leads very well and is well supported by an energetic team of senior teachers. The school is well managed. Co- ordinators have a good grasp of their subject, but have not evaluated teaching enough to have first-hand experience of the way that pupils learn.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Well. The governors are active, supportive and very well led by a highly involved chair of governors. They know the strengths and weaknesses of the school, but lack a crystal-clear appreciation of how any plans for action are to be fulfilled in detail.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Good. This is undertaken well, but it is not available in one commonly held and understood document.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Good. Teaching assistants are deployed well. Particularly good use is made of computerised equipment.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The school employs a good number of teachers and assistants. Resources for teaching and learning are generally good and very good in the case of ICT. Governors are not only concerned about financial implications. They acknowledge and actively pursue their role in maintaining and raising standards. The principles of best value are applied well.

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The good teaching • The high expectations that teachers have of their children • The approachability of the staff • The school is well led and managed • Information about what and how their children are taught • The range of activities outside lessons

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspection findings broadly agree with parents' views about the school. The provision for activities outside lessons is satisfactory. There are no extra-curricular activities. There are, however, some interesting activities on offer. For example, when the school mounts special weeks devoted to one subject of the curriculum, the days are full of interesting and special activities. Meadow Head Infant School - 10

p.9

The school’s results and pupils’ achievements

1. Pupils’ attainment in reading, writing, mathematics and science, at the end of Year 2, is generally in line with national averages. This level of attainment has been successfully maintained since the time of the last inspection. The results in 2001 were below average in reading, writing and mathematics, but this was a year in which the proportion of pupils who had difficulty in learning was higher than usual and there were also several pupils with severe emotional difficulties that prevented them from learning effectively. Despite these low results, pupils’ achievements compared well in reading to those achieved in similar schools and satisfactorily in writing and mathematics. Since 1997, writing has been the weaker aspect of learning. The school has worked very hard to remedy this and results this year show that this has paid off. The school has a history of satisfactory achievement in mathematics. This is due to

p.10

The school’s results and pupils’ achievements

the fact that the national strategy for teaching numeracy was used to build on some existing good practice, which was recognised in the last inspection report.

p.10

The school’s results and pupils’ achievements

2. Children’s attainment on entry to school is generally below what would normally be expected for their age. It is often well below in the respect of children’s ability to talk about their experiences. Consequently, children are not on course to reach the expected levels, in those areas of learning that depend heavily on the ability to talk in order to gain a proper understanding, by the end of the reception year. Despite good teaching, children can only make satisfactory progress in communication, language and literacy, mathematical development and knowledge and understanding of the world, because they are held back by the lack of verbal dexterity. Nevertheless, by the end of Year 2 pupils have made good progress overall to reach satisfactory standards. The general pattern is that pupils take until the end of Year 1 to fully catch up and begin to gain a better understanding through an increased confidence to talk

p.10

The school’s results and pupils’ achievements

about what they are doing and learning. Then in Year 2 the teaching has the challenge to consolidate learning and advance it to satisfactory or higher levels. This is done successfully in most cases although achievement could be higher still for average and higher attaining pupils.

p.10

The school’s results and pupils’ achievements

3. Currently, most pupils are reaching the expected levels in reading, writing and mathematics. A reasonable proportion is also attaining the higher level. This represents good achievement. Nevertheless, higher attainers are not always provided with sufficiently demanding work and they are not involved enough in talking about their own learning.

p.10

The school’s results and pupils’ achievements

4. Beyond English, mathematics and science, pupils’ attainment is typical for their age in all subjects except ICT and physical education by the end of Year 2 where attainment is higher than found elsewhere. In ICT it is higher due to the very favourable level of resources and a well-trained teaching force. In physical education standards are higher because lessons are planned well to challenge pupils at all levels of physical ability and they require pupils to work very energetically in order to complete the tasks.

p.10

The school’s results and pupils’ achievements

5. Pupils with special educational needs make good progress. This is an improvement since the last inspection when progress was satisfactory. As a result of the support they receive a significant minority is able to attain the standard expected by the end of Year 2. Pupils with emotional and behavioural difficulties also make good progress because their teachers have been so well trained in managing their difficulties. Meadow Head Infant School - 11 6. The pupils who are learning English as an additional language are achieving well despite their achievements not being well monitored and evaluated within the school’s system of assessment. Gifted pupils or those capable of higher attainment make satisfactory progress, but work is sometimes not well matched to their needs to enable them to do better in English, mathematics and science. There is no significant difference between the achievements of boys and girls. Talented pupils do well in

p.10

The school’s results and pupils’ achievements

singing, which is a strength of the school, particularly when pupils sing in assemblies. They also gain a great deal from working with high quality computerised equipment.

p.11

Pupils’ attitudes, values and personal development

7. Pupils' attitudes, values and personal development continue to contribute strongly to their learning and to the quality of school life. Moreover, pupils with special educational needs are supported and valued, so that they grow in confidence and self-esteem. They are able to contribute significantly to the school community.

p.11

Pupils’ attitudes, values and personal development

8. Throughout the school pupils have very positive attitudes towards their learning. In the nursery and reception classes children are keen to please their teachers and the support staff and show a very high level of interest in their work. In a lesson promoting mathematical development, for example, children in the nursery tried very hard to think what might be hidden inside a small cylindrical box given that the object was circular. They each waited patiently for their turn to hold the box and resisted temptation to cheat by peeping inside. Although it took some considerable time for everyone to have a go they did not lose interest and listened carefully to their classmates' suggestions. Pupils enjoy their learning as seen when children in a reception class were singing along with their teacher to taped musical accompaniment. Their faces beamed with delight as they added their own verses, actions and instruments.

p.11

Pupils’ attitudes, values and personal development

9. Pupils in Years 1 and 2 also involve themselves fully in their learning and are keen to do their best. In a Year 2 art lesson, for example, pupils were undertaking two- and three-dimensional work on birds following their recent educational visit to a local bird sanctuary. The classroom was a hub of activity as pupils looked closely at feathers through magnifiers and referred to digital photographs and bird charts to help their detailed observational work.

p.11

Pupils’ attitudes, values and personal development

10. Inspection findings agree with parents' perceptions that behaviour is good and bullying is not prevalent, the rare incidents that occur receiving a swift response from the school. Pupils concentrate on their work in lessons without disruption from unsatisfactory behaviour. Occasionally, however, they are distracted when the teacher does not manage behaviour well enough. They play without oppression or harassment in their free time. Many engage in ball games with great enthusiasm in the playgrounds. Others enjoy skipping and playing with hoops. These activities successfully channel their energies. Pupils from a range of heritages are fully integrated into friendship groups and games. No bullying or racism was witnessed during the inspection. At lunchtime pupils are well behaved when the midday staff are in charge both indoors and in the playgrounds. No one was excluded from the school last year.

p.11

Pupils’ attitudes, values and personal development

11. Relationships throughout the school are very good and this builds pupils' confidence and trust. They show care and consideration for others and are very sensitive to their feelings, helped by lessons and assemblies that encourage them to be good citizens. Pupils of all ages enjoy helping the staff who suitably increase opportunities for them Meadow Head Infant School - 12 to take responsibility as they get older. Year 2, for example, willingly share a range of minor duties each week, such as helping to sweep the hall floor at lunchtime once everyone has dined. They undertake these jobs sensibly and maturely. Pupils look after the school's property well and are good at tidying up in lessons. They are eager to chat to visitors about their school and their work and are polite and well mannered.

p.11

Pupils’ attitudes, values and personal development

12. Attendance is satisfactory as it is broadly in line with the national average. Over the last four years the school has managed to reduce its higher than average rate of unauthorised absence to a level below the norm. It has achieved this by keeping a closer check on the registers of attendance and by following up all absences that are unexplained. Pupils generally arrive at school punctually, but there are a small number of families that are persistently late. The school does all it can to bring home the importance of everyone being on time so that learning does not suffer.

p.12

HOW WELL ARE PUPILS TAUGHT?

13. Teaching has improved well since the last inspection. Teaching is now good, on balance, throughout the school. The proportion of good, very good and excellent teaching has risen considerably. At the time of the last inspection most lessons were taught in a satisfactory way and only a small proportion were deemed as very good. Now one in three lessons is very good with a very small proportion being excellent. There was no unsatisfactory teaching in 1997 and this is still the case. This strong profile has been brought about by the successful introduction of the National Strategies for Literacy and Numeracy, the very good introduction of electronic white boards into the classrooms in Year 1 and Year 2 and the helpful monitoring of teaching that has given teachers useful pointers for improvement. The successful induction of staff new to the school has also contributed well.

p.12

HOW WELL ARE PUPILS TAUGHT?

14. Pupils with special educational needs are taught well. The good, and sometimes very good, teaching they receive caters successfully for their often slow pace of learning and ensures that they make good progress despite their sometimes quite severe difficulties. Pupils who are learning English as an additional language also make good progress as a result of the good teaching they receive. This confirms the parents’ view expressed before the inspection. They considered teaching to be good.

p.12

HOW WELL ARE PUPILS TAUGHT?

15. The good quality of teaching in the nursery and reception classes is due to the very successful planning of lessons, the thorough teaching of basic skills and the strong teamwork that exists between teachers and their assistants. Teachers’ planning is carefully based on the early learning goals for children of this age. Relationships are very good and the teachers have a good understanding of the needs of young children. This has a very positive effect on children’s personal, social and emotional development. They become confident and self-disciplined and able to join in very well with adults and other children by the time they reach the end of the reception year. As a result of the successful teaching, children have very good attitudes to their work. Play is correctly considered to be a central feature of learning and children thrive on the opportunities to use the outside spaces for learning, for example, and to act out

p.12

HOW WELL ARE PUPILS TAUGHT?

stories using the books and associated artefacts from the ‘story sacks’. Teaching is most successful in some reception class lessons in which children experience very tightly organised, inspirational and fun-packed learning that really boosts their confidence and self-esteem. For example, in a physical education lesson in a reception class, children’s levels of confidence, agility and ability to express themselves through physical movement were raised to well above those usually expected for their age. This resulted from superb teaching, which possessed the highest expectations that were realised in a very practical way. Meadow Head Infant School - 13 16. The strength of the teaching in the nursery class is the wealth of activities and resources provided for children to explore, talk about and learn from. These are designed to stimulate children’s powers of speech and verbal dexterity, which is an area of weakness for many. This is important because teaching rightly understands

p.12

HOW WELL ARE PUPILS TAUGHT?

that these skills provide the foundation for successful reading and writing. Teaching is largely successful, but there are occasions when children are not provided with enough words and ways of talking about objects and events to boost their powers of speech. For example, in a class talk about seashells, children were encouraged to touch and describe a huge conch shell. Many could only summon up the word, ‘cold’ to describe it. Later the same thing happened with a starfish when ‘rough’ was the main word generated. The session ended a little flatly with a slight sense of unfulfilled expectations. The opportunity was missed for adults and children together to generate as many words as possible to describe these objects and, in a playful way, to use these words in sentences.

p.13

HOW WELL ARE PUPILS TAUGHT?

17. This struggle, by teachers, to improve children’s spoken language is a theme running through the nursery and reception classes. Some lessons are very good in the way that children are encouraged to talk and others only satisfactorily address the issue. In the best lessons saying what you think is fun and many children want to join in. In others only a few children hold the floor. Despite the very good teamwork that exists between teachers and their assistants, there are few occasions when children’s verbal contributions are noted to provide an assessment and a means by which they can be targeted for better use in the future. Even in the best lessons the teacher is likely to do most of the evaluation. They say, for example, “Well done everybody. This is what we have learnt today.” There are too few opportunities for children to practise talking about their own learning. This does take place, but not often enough.

p.13

HOW WELL ARE PUPILS TAUGHT?

18. The National Strategies for Literacy and Numeracy are taught well across the school. There is some very good teaching of literacy in the Year 1 and Year 2 lessons where lively teaching caters very well for a wide range of attainment in the class and pupils make very good progress as a result. Teaching assistants, who have a most productive relationship with the pupils, often support this work very well. In a Year 2 mathematics lesson, for example, teaching made very good use of the early morning activities that take place at register time, to prepare the pupils for the lesson. As a result, it began at a very good pace. Excellent use was made of the electronic white board to help pupils understand more about giving change for sums of money. After this, two pupils spontaneously said, “I get it now”. This very good teaching contained some weaknesses that were present in several other lessons. The original objectives

p.13

HOW WELL ARE PUPILS TAUGHT?

of the lesson were not rigorously pursued and pupils, at the end of the lessons, were not asked to say whether they had achieved them or not. Furthermore, the higher attainers were not given the opportunity to think and talk widely about more complex problems.

p.13

HOW WELL ARE PUPILS TAUGHT?

19. Some lessons in Year 1 and Year 2 are satisfactory, but contain shortcomings that prevent achievement from being good. Teachers are generally good at planning what will take place and setting the scene well at the beginning of the lessons. They ask helpful questions and have a good knowledge of the work in hand. Sometimes, however, the teachers talk for too long and pupils become restless, particularly if they find the work difficult. Teaching assistants are sometimes not given a clear enough role in the first part of the lesson and are effectively under-employed at these times. In some Year 2 numeracy lessons the work is not quite correctly matched for different groups of pupils. For example, higher attainers can sometimes lack challenge in their learning. The use of specialist teachers and trained assistants for pupils with special Meadow Head Infant School - 14 educational needs is very good. Pupils who are learning English as an additional

p.13

HOW WELL ARE PUPILS TAUGHT?

language also make good progress, similar to the rest of the class.

p.14

HOW WELL ARE PUPILS TAUGHT?

20. There are good opportunities for pupils to practise their writing, in geography, history and science for example. This was a weakness at the time of the last inspection, but is now a strong feature of learning. The application of mathematics in other subjects is satisfactory. Pupils measure well in design and technology, for example, and produce graphs in science and geography.

p.14

HOW WELL ARE PUPILS TAUGHT?

21. Teaching in the rest of the subjects is generally good. It is very good in ICT and satisfactory in art and design and music, but good elsewhere. The teaching of ICT has greatly improved since the last inspection. Teachers are now far more knowledgeable and can help pupils get the best from the improved range of computers and the electronic white boards that are linked to the computers. Parents agree that ICT has been vastly improved. Many of them have tried out the computers for themselves and understand how pupils are learning in lessons. The central thread running through the good teaching in science and other subjects is the relevance and excitement generated through well-pitched activities that increase pupils’ knowledge but also boost their self-esteem. This is true of history lessons in which pupils act out a 1960s wash day, dancing like aliens in physical education in a way that is linked to

p.14

HOW WELL ARE PUPILS TAUGHT?

an assembly theme and drawing the colourful and delicate markings of a peacock feather in art. Where teaching is less successful in otherwise satisfactory lessons, it is due to the lack of rigour shown in getting pupils to speak about their learning in an evaluative way. Teaching provides lots of exciting opportunities, like the making of fruit salad in science, and much talk is generated about what to do and what happened, but learning is not summarised and reinforced in a crystal-clear fashion. This disadvantages all pupils, but particularly the higher attainers who could go further to reach a higher level. Lesson plans are often not sharp enough in recognising what higher attainers might achieve that is different from the average pupils, for example.

p.14

HOW WELL ARE PUPILS TAUGHT?

22. Methods of assessment are well established, but the use made of the results to record the individual progress of pupils, in English, mathematics and science, and to set targets for learning, is less well developed. This also has a limiting effect on the way in which pupils talk about their own learning and understand what they need to do to improve.

p.14

HOW WELL ARE PUPILS TAUGHT?

23. The accommodation is well used for learning throughout the school, but the classroom for nursery children is not well designed. Some areas are too cramped and others lack opportunities for learning because the wallboards are too high for children to see what is displayed on them. Nursery and reception classes do not have electronic white boards, but this is a drawback that the school acknowledges and is working towards solving. Meadow Head Infant School - 15

p.14

PUPILS?

24. The school provides a broad and balanced curriculum, which effectively meets the requirements of the National Curriculum and the locally agreed syllabus for religious education. The curriculum reflects the aims and values of the school well and all pupils benefit according to their needs. The quality and range of the curriculum are good across the school. In Year 1 and Year 2 teachers make good links between subjects in their planning, for example in mathematics and science in the use of a graphical recording of healthy foods to promote healthy teeth.

p.15

PUPILS?

25. Provision for pupils with special educational need is good. They have equal access to the full curriculum and are included in all the activities. The school fully meets the requirements of the Code of Practice. Pupils who are having learning difficulties are given an individual programme, which is agreed by the co-ordinator, the class teacher and the parents of the pupil. The learning support teacher and the educational psychologist offer helpful advice. Pupils with Statements of Special Educational Needs receive assistance, if needed, from outside agencies. In this way all work in harmony to speed up the rate of pupils’ progress. Similarly, the curriculum provision for pupils who are learning English as an additional language is good. Good emphasis on speaking and listening in nursery, reception and Year 1 enables pupils to make progress in basic language skills and benefit fully from the National Curriculum.

p.15

PUPILS?

26. The staff has implemented well the new curriculum guidelines for the nursery and reception classes. Good teaching ensures that children play and learn well at the same time. Children are provided with a rich array of experiences both in and out of school. Very good use is made of day visits to extend the children’s knowledge and experience. A very good feature of the curriculum is the school’s provision for continual outside play despite the English climate. Children are dressed for all weathers and make good use of the play facilities provided.

p.15

PUPILS?

27. In all subjects, schemes of work are very good, and match and reflect national recommendations well. They are very detailed and provide good guidance to teachers. Across the school the majority of pupils receive relevant, rich and varied experiences, which stimulate and interest them, so that by the end of Year 2 they achieve very well in ICT and well in the majority of other subjects. The curriculum for ICT has improved dramatically since the last inspection and is now a very strong feature of the school’s work and the pupils are benefiting from the well-organised curriculum and computer area in each classroom. In both Year 1 and Year 2, higher attaining pupils are insufficiently challenged in science and mathematics. This results in pupils not achieving as well as they are capable of due to the fact that they are not always clear what they have to do to reach a particular standard. For example, when

p.15

PUPILS?

conducting a fair test in science, and ascertaining which objects would move through different forces of water and air, higher attainers were not encouraged to think about a wider range of variables which would make the fair test even more accurate, and to record these differences.

p.15

PUPILS?

28. The school, rightly, places great emphasis on the development of pupils’ listening skills, clarity of speech and speaking in simple sentences. These aspects are very well planned and bear fruit in the quality and range of learning opportunities. There is overall, however, too little emphasis placed on developing pupils’ ability to talk about their learning. They answer the teachers’ questions well enough, but are not sufficiently encouraged to speak at length about what they understand and judge their learning to be like. Meadow Head Infant School - 16 29. High quality experiences in geography, history, art and physical education provide enjoyment and enrich the ethos of the school through the well-planned visits and activities that particularly support these subjects. Moreover, in history, geography and science, investigation and research skills are developed well through a curriculum that focuses on the study of key periods and topics. Annual ‘weeks’ for mathematics,

p.15

PUPILS?

science, ICT, and books involving parents and their children in a range of activities, are exciting for pupils and further enhance and enrich the provision. Family literacy and numeracy programmes, involving parents and their children, contribute to the pupils’ achievement because parents’ skills are developed and they are better able to support their children. At a weekly award assembly, successes achieved in out of school activities, for example, swimming and badges awarded at Rainbow and Beavers clubs, are celebrated.

p.16

PUPILS?

30. There are after or before school care facilities provided and this is an aspect the parents would like to see improved. However, the school has been successful in its bid to the Excellence in Cities Action Zone for funding in September for a ‘wrap around’ club to meet parental requests for out-of-school care.

p.16

PUPILS?

31. Good use of the National Numeracy and Literacy Strategies supports well the development of pupils’ basic skills. In addition to these, effective organisation at the start of the day and after lunchtime enables some pupils to practise a range of basic skills planned for their individual needs. Some pupils in Year 1 classes practised writing their name, improving their letter or number formation and reinforcing work in learning letter sounds, using the electronic white board before and during registration as an aid to their learning. Effective organisation and use of national initiatives, such as the Early Literacy Strategy in Year 1, are well planned, delivered by classroom assistants, and ably support groups of pupils who may have fallen behind in their work in letter sounds and reading.

p.16

PUPILS?

32. A particularly strong feature is the provision made for pupils’ personal, social and health education. The staff provide an exciting programme of well-planned experiences, including health education, sex education and attention to drug misuse. These experiences promote pupils’ self-esteem and confidence and develop appropriate skills and knowledge about working as a member of a team. They encourage pupils to have very positive attitudes to learning and to other people. The school places great importance on developing opportunities for pupils not only to work with others but also to take responsibility by establishing high expectations of their own behaviour and in their learning.

p.16

PUPILS?

33. The curriculum is enhanced well with visits and visitors to the school. These include sport coaches in football, enhancing the skills of both pupils and staff. Visits are annually planned for each year group to museums and heritage sites and these visits are very effectively used in follow-up work to support work in history, geography, science and art. Overall, the school maintains satisfactory links with the local community and neighbouring schools that contribute to pupils’ learning, but there are insufficient opportunities for members of faith communities to share their faith and cultures within school.

p.16

PUPILS?

34. The very good provision for pupils’ spiritual, moral, social and cultural development is reflected in the caring, supportive ethos and promotes very good standards of personal development. It has a positive impact on pupils’ attitudes to school and the quality of their work and prepares them well for the next stage of their education. Meadow Head Infant School - 17 35. The school has developed a community in which all pupils grow in self-esteem, and learn to respect one another’s beliefs and opinions. A major strength is the way in which teachers make the most of assemblies, lessons and whole-class discussions to nourish pupils’ spiritual growth. For example, the weekly ‘Golden Awards’ assembly celebrates, in a strong family atmosphere, values such as perseverance and responsibility. There was great applause when ten members of staff received their medals for taking part in a charity run. Pupils gave confident and enthusiastic

p.16

PUPILS?

demonstrations of their achievements, such as Irish dancing. There was a really spiritual moment too in a whole-school assembly when the headteacher welcomed some 40 parents and especially a five-day old baby sleeping in his mother’s arms. Teachers are also very good at making the great scriptural stories meaningful to children and pupils of all ages. For example, through drama, storytelling, questions and votes, a Year 1 teacher made the Parable of the Sower real for all pupils. This was because she linked its teaching about spiritual development to familiar experiences at home and school. Newsletters to parents strongly encourage them to work with the school to develop their children’s independence. Well-taught lessons and calming music at the beginning and end of assemblies allow pupils to enjoy stillness and peace as well as energetic activities. As a result of such sensitive provision pupils develop real trust in the adults in school. They are therefore open to

p.17

PUPILS?

the strong influences in the school to turn young minds and hearts to the highest values. For example, when asked how it was possible for terrorists to commit the 11 th September atrocities a seven year old said: “I don’t think they had love in their hearts.” There are good opportunities for the pupils to explore feelings and emotions. For example, pupils in Year 1 acted out the story of ‘The Rainbow Fish’ very thoughtfully before a fascinated class audience. The lesson also greatly enhanced their self- confidence and self-esteem. Singing is a strong feature of the school, creating a very special atmosphere that makes a very good contribution to pupils’ spiritual and cultural development. Science lessons and the science week show pupils the wonders of Creation. When pupils study ice, shadows and water they strongly develop their appreciation of the powers of the elements.

p.17

PUPILS?

36. From their earliest days in nursery, pupils are encouraged to consider how their actions affect others. There is a strong emphasis on considerate behaviour throughout the school. Each class agrees and follows a simple set of rules. Lessons and assemblies regularly use stories and discussion to reinforce these moral values so that pupils develop a good understanding of right and wrong. For example, in a Year 2 geography lesson pupils discussed how to improve parks and playgrounds they knew. One pupil suggested there must be rules. The teacher then asked what these might be. A thoughtful discussion followed. In a well-led assembly on a story called ‘The Aliens’, pupils took to heart the message that our differences were no reason for hatred. Members of staff create a very orderly environment and help pupils to become responsible members of the community. All staff consistently set examples of good conduct and relationships which pupils readily copy. Teachers also

p.17

PUPILS?

consistently give praise and encouragement to help pupils achieve the school’s aims of good manners, consideration and respect for others.

p.17

PUPILS?

37. The foundation of the very good provision for pupils’ social development is the very good relationships between adults and pupils. Nearly all lessons provide good opportunities for pupils to co-operate and collaborate in group activities to develop pupils’ speech and social skills. For example, Monday mornings in the Year 2 classes start with pupils writing about their news. However, they write down the news of a chosen friend after discussions in pairs. This dialogue develops awareness of, and then consideration for, others . Class and school responsibilities increase appropriately as pupils get older. The school’s very well planned programme for Meadow Head Infant School - 18 personal, social and health education effectively develops pupils’ understanding of what it is to be a member of a community.

p.17

PUPILS?

38. A particular strength in pupils’ cultural development is the school’s use of visits and visitors to enrich pupils’ experiences. For example, the school receives visiting theatres, puppet theatres and artists. The cultural dimensions of pupils’ learning often feature in a range of curricular activities. Year 2 pupils observed peacock feathers, and model birds made of china and pottery before working with great care and attention to add paint to their models of ducks. Pupils were really fascinated by the ‘bird’ paintings of Thornburn. Singing, music and dance lessons give pupils early experience of the different qualities of songs, tunes and rhythms from cultures around the world. Pupils gain a full repertoire of modern and traditional songs by the time they leave the school. This is partly because nearly all staff attend singing practice and join in enthusiastically. All these activities help to develop pupils’ understanding that people

p.18

PUPILS?

from a range of backgrounds and countries may have cultures that are different from their own. The cultural diversity of the school is well drawn upon as a resource. For example, parents helped the school’s celebration of the Chinese New Year. Pupils also receive a useful introduction to some major world faiths within their religious education. The school has been prompt to revise its policies and procedures to promote racial equality in the light of the latest guidance from the Commission on Racial Equality.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The school takes good care of the pupils. It promotes their welfare, health and safety better now than at the time of the last inspection when arrangements were satisfactory. Health and safety procedures feature strongly in the excellent staff handbook. This and the school's detailed health and safety policy clearly and comprehensively cover staff responsibilities. Staff have recently attended appropriate training in first aid and in matters relating to child protection. Parents are also alerted effectively to health and safety issues in the monthly newsletters.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Staff know the pupils well in terms of aspects of their personal development, special educational needs and other circumstances that might influence how effectively they learn. This knowledge enables the staff to do their utmost to help the children overcome their difficulties and sensitivities. Good arrangements are made upon induction to the nursery and reception classes to ensure that the school's youngest pupils are gradually introduced to school routines and expectations. Provision for pupils with special educational needs has improved over the past four years and is now good. All pupils are equally valued and those with special educational needs are fully integrated into all aspects of school life. They are regularly assessed and detailed records of individual targets are kept. These are reviewed twice each year; clear progress is noted and new specific targets are set. Files containing the individual

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

educational plans are kept by the teachers and monitored by the co-ordinator.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school's procedures for monitoring and promoting regular and punctual attendance are now good. The registers of attendance are suitably checked each week for patterns of absence and the education welfare officer is involved where appropriate. Parents are speedily contacted about unexplained absence the same day that it occurs. Local education authority personnel play a large part in this process by shouldering responsibility for challenging parents about such absences as a matter of urgency. If they fail to elicit a response the same day the school suitably pursues the matter further by letter. This system has greatly reduced the rate of unauthorised absence and successfully reinforces the need for the school to know Meadow Head Infant School - 19 the whereabouts of every child to ensure safety. Late arrivals are suitably recorded. Parents of those who are often late are regularly contacted by the headteacher who

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

reiterates that their children miss important information and cause disruption to others' learning.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Staff have a common approach to monitoring and promoting good standards of behaviour and eliminating racism and bullying. Overall these procedures are good. Staff are consistently fair and usually firm when disciplining the pupils. They use assemblies and discussion times in lessons very effectively to help pupils understand the impact of their actions upon others. The emphasis is on care and consideration towards others and sensitivity to others' feelings. Good behaviour and positive attitudes are recognised publicly during the weekly ‘Golden Awards’ assembly. Recipients of these awards get special mentions from the staff and are named on the board of honour in the entrance. Staff are actively encouraged to "listen, believe and act" to eliminate bullying. There are suitable sanctions, report systems and behaviour plans to moderate the behaviour of the few pupils who fail to meet the school's high

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for assessing pupils’ attainment and progress are good. A strength of these procedures is their effect on raising standards. In English and mathematics these improved procedures have recently helped pupils achieve better results in national tests. Good assessment of pupils’ attainment in ICT has contributed significantly to the good standards pupils now reach by the end of Year 2.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Assessment procedures in the nursery and reception classes are also good. Children in the nursery classes are carefully assessed on entry to the school to find out what skills they bring in key areas, such as personal, social and emotional development and communication, language and literacy. The results are closely analysed and show clearly the increasing number of children who are not reaching the standards expected for their ages because of poor speaking skills. Teachers measure accurately the children’s progress towards the national goals for learning that apply at the end of the reception year. The need for teachers to change their methods of assessment to match this system, during the last two years, has improved the focus and quality of assessment.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Effective monitoring of pupils’ progress continues as they move through Years 1 and 2, with the emphasis on the progress of individual pupils towards meeting national levels of attainment in reading, writing and mathematics. For example, teachers assess pupils’ attainment and progress in these subjects each term. They also make good use of assessment of Year 1 pupils’ reading and writing skills early in the year to determine if any are falling behind and need extra support. The monitoring of pupils’ attainment and progress in subjects other than English, mathematics, science and ICT is not fully developed.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The main weakness in assessment arrangements lies in the variable quality of teachers’ planned aims for learning. In the majority of lessons both teachers and pupils know clearly the aims of the learning at the outset. In good lessons teachers also carefully check through with their classes whether their learning has achieved these aims. In a small number of lessons, when teachers plan only what pupils will do, rather than what they will learn, assessment of learning during the lesson is inexact. Teachers are then unable to discuss learning with their classes or to improve the quality of learning in the following lessons. Meadow Head Infant School - 20 47. However, the school makes good use a wide range of assessment data to redirect and improve pupils’ learning. Teachers are increasingly using nationally recognised tests to monitor pupils’ progress and analyse strengths and weaknesses in teaching

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

and learning. They are beginning to use computerised tracking and data analysis to help this development. For example, analysis of pupils’ answers to questions set on national test papers has yielded useful information on the difficulties pupils face when trying to understand the requirements of the question. Evaluation of the progress of different groups of pupils takes place and some appropriate action is taken. For example, the school is careful to analyse differences in performance of boys and girls and of pupils who have not received all their education at Meadow Head Infants. However, the needs of gifted and talented pupils and those for whom English is an additional language are not identified clearly enough. The learning needs and progress of pupils who have statements of special educational needs are very carefully checked and recorded.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The school's partnership with parents remains strong, helped by the very good quality information provided for them, particularly about what and how their children learn. The staff invest considerable time and effort in strengthening trust and relationships through, for example, encouraging parents to play an active role in their children's learning. Parents in return have very positive opinions about the school and support their children fairly well at home and at school.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. Parents particularly value the good teaching, and the high expectations that teachers have of their children. They also appreciate the ease with which they can approach the staff with questions or problems. Their only concern is with the school's lack of provision for extra-curricular activities, but this is not uncommon for the age range represented. Inspection findings broadly agree with all that they most like about the school.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents and carers have good opportunities to share in the life of the school by attending a weekly assembly that is often led by a particular class. Their support in large numbers is very encouraging for both staff and children. Family literacy, numeracy and computer evenings and courses are less well attended but much enjoyed. The school produces excellent packs of information booklets and suggested activities for parents who attend these curriculum evenings. The family courses are organised in conjunction with a local college and provide crèche facilities. The courses, which take place during school hours, successfully teach parents how and what their children learn and how to help them more effectively at home.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The school provides a wealth of information for parents of new starters. Reception class children, for example, take home a very useful booklet each day. This clearly explains about the early learning goals for these children and about school routines and topics. It suggests many ways for parents to help their child to learn at home and includes their child's reading record. Parents are suitably encouraged to comment upon the experience of sharing books together each evening. The headteacher, through recent newsletters, has on more than one occasion expressed disappointment that some parents do not read with their children at home, judging by these records. The school's prospectus, whilst generally informative, does not contain all the elements required to be included by statute. There is no reference, for example, to the school's policy on admissions. Meadow Head Infant School - 21 52. Formal consultations with teachers to discuss children's progress suitably take place

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

in the autumn and spring terms. These are reasonably well attended and the school makes appropriate alternative arrangements for those who are unable to be there. The annual written reports to parents about their child's progress are generally of good quality and parents can arrange to discuss them with class teachers if they wish. They give particularly detailed information about attainment in English, mathematics and science, and levels of progress over the year. Most suitably include areas for development.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The parents of those pupils with special educational needs are included in their child’s learning review and are kept well informed. Individual education plans are shared with parents at consultation meetings and they are advised on how they can support their child at home. The school encourages a partnership between home and school.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. A few parents regularly assist in school, helped in this role by a useful guide booklet. There is a well-established parents association, which organises successful social and fund-raising events such as discos and sponsored events. All such voluntary assistance is much appreciated by the staff.

p.21