Other · Ofsted report

West Rise Primary School and Nursery

Inspected — · published 6 Mar 2002 · URN 114466

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No overall grade in this framework

Chris Wild

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Chris Wild
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114466

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Full report text

WEST RISE COMMUNITY INFANT SCHOOL

Dates of inspection: 3 rd – 5 th December 2001

p.1

WEST RISE COMMUNITY INFANT SCHOOL

Inspection number: 216777 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

WEST RISE COMMUNITY 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. West Rise Community Infant School

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INFORMATION ABOUT THE SCHOOL

School address: Chaffinch Road Langney Eastbourne East Sussex

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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: Mr David Anderson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 4 th October 1999 West Rise Community Infant School

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Team members Subject responsibilities Aspect responsibilities

Phil Mann Registered inspector Children under five English Music Physical education How good are curricular and other opportunities? Standards - attainment and progress

p.4

Team members Subject responsibilities Aspect responsibilities

Chris Wild Lay inspector Standards - attitudes, behaviour, personal development Attendance Spiritual, moral, social and cultural and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? Staffing, accommodation and learning resources Dave Whatson Team Inspector Science Information and communication technology Art and design Design and technology Special educational needs How well is the school led and managed? Efficiency of the school

p.4

Team members Subject responsibilities Aspect responsibilities

Kuldip Rai Team inspector Mathematics Geography History Religious education Equal opportunities How well are pupils taught? English as an additional language

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Team members Subject responsibilities Aspect responsibilities

The inspection contractor was: TWA Inspections Ltd 5 Lakeside Werrington Peterborough PE4 6QZ

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Team members Subject responsibilities Aspect responsibilities

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

p.4

Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE West Rise Community Infant School

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?

The school’s results and pupils’ achievements 10 Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

West Rise Infant School has 213 pupils on roll, aged four to seven years, and the average class size is 26. It is located adjacent to the neighbouring junior school in a residential area of Langney, Eastbourne. The pupils come from local housing estates and the current circumstances of most families are below average and an above average qualify for free school meals. There were 48 children under five in the reception class during the inspection. The attainment of children at the start of school is well below average. There are 26 per cent of pupils on the special educational needs register and this is above average. Of these, there are 41 pupils at the early, school-based stages of assessment and provision. Currently, there are two pupils with a Statement of Special Educational Need and 14 are in the support of outside agencies. An above average number of pupils speak English as an additional language.

p.6

HOW GOOD THE SCHOOL IS

Good leadership by the headteacher is providing clear direction for the work of the school. Monitoring of the school’s work has been a high priority and this has resulted in an improved quality of teaching despite difficulties in the recruitment and retention of new staff. Teamwork is now a strong feature and teachers plan a range of exciting and interesting activities to motivate and stimulate the pupils in their care. Standards in English and mathematics are below average, but there has been some improvement over the last year on the previously low standards. There is consistently good management of pupils’ behaviour because of the effective procedures staff have implemented. This has resulted in good attitudes to learning by nearly all pupils. Taking into consideration the circumstances of the school, the high cost per pupil and the standards achieved overall, the school now provides satisfactory value for money.

p.6

HOW GOOD THE SCHOOL IS

What the school does well • Pupils achieve well in their behaviour, several subjects and in their personal development. • The provision for children in the Foundation Stage is very good and a significant strength of the school. • Good teaching is providing a strong emphasis on the development of basic skills. • The exciting curriculum is enriching the pupils’ learning experiences. • The school is now establishing a good partnership with parents. • The good leadership of the headteacher has spearheaded school improvement.

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HOW GOOD THE SCHOOL IS

What could be improved • Raise standards in English and mathematics by the age of seven. • Improve pupils’ attendance at school. • Implement a strategic plan for the school’s long-term future. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There has been good improvement on nearly all of the key issues from the previous inspection and as assessed in the most recent visit by Her Majesty’s Inspectors. Significant improvements have been made in the leadership of the school, which is now good. The provision for pupils with special educational needs is now a strength of the school and the standard of pupil behaviour has now dramatically improved. This is providing the foundations for increased levels of pupil achievement. The school’s capacity for further improvement is now good. West Rise Community Infant School

p.6

STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

reading D E E E well above average above average A B writing D E E D average below average C D mathematics E E E E well below average E

p.7

STANDARDS

Results in the 2001 national tests indicate the performance of these pupils was well below average in reading, writing and mathematics. The performance of pupils in science, based on teacher assessments, was below average. In comparison with similar schools nationally, performance was well below average in reading and mathematics, but below average in writing and science.

p.7

STANDARDS

Overall, pupils are now achieving much better than last reported by her Majesty’s Inspectors at their last visit on 25 th September 2000. Inspection evidence confirms that seven-year-olds are attaining below average standards in reading, but standards are still well below average in writing. Overall, standards are below average in mathematics, but in line with that expected in science. Standards are in line with that expected for seven-year-olds in all other subjects. Pupils are making particularly good progress in art, design and technology, and information and communication technology, as a result of the rich and interesting curriculum now available for the pupils in this school.

p.7

STANDARDS

This general trend of improvement is a direct result of the headteacher’s drive to raise standards in all aspects of the school’s work. The school has achieved significant progress in the improvement of pupils’ behaviour and the quality of teaching. Consequently, lessons are more effective and the school is now meeting the needs of higher attaining pupils. The achievement of all pupils is now good. The implementation of the National Literacy and Numeracy Strategies has been satisfactory. Teachers and support staff now teach basic skills well. The standards of handwriting for pupils in Year 2 have dramatically improved during the term of inspection, with the result that the quality of writing is now being improved accordingly.

p.7

PUPILS’ ATTITUDES AND VALUES

Attitudes to the school These are good. Pupils are enthusiastic and happy to be at school and enjoy the lessons.

p.7

PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Good overall, but occasionally a few pupils can display challenging behaviour towards others at lunchtimes. All pupils respond very well to the effective procedures for managing behaviour in lessons and around the school.

p.7

PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Opportunities for personal development are good. Teachers know their pupils well and combined with the good relationships and opportunities for taking responsibility and initiative, pupils grow in confidence.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is unsatisfactory and below the national average. West Rise Community Infant School

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

The quality of teaching and learning is good overall. It is very good or better in one in five lessons and good or better in three out of five. It is satisfactory or better in nearly all lessons with only two lessons judged as unsatisfactory during the inspection. This represents an improvement on that found by Her Majesty’s Inspectors at their last visit when about one in ten lessons were judged unsatisfactory. Overall, teaching promotes learning well and all teachers are implementing the good teaching and learning policy effectively.

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TEACHING AND LEARNING

The teaching of children in the reception classes is good, with a considerable amount of it being very good. This has a significant impact on the learning of these children. Staff demonstrate very good knowledge and understanding of teaching children of this age, and good planning by teachers effectively reflects the national guidance for the Foundation Stage.

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TEACHING AND LEARNING

On the whole, teaching throughout the rest of the school promotes learning well and enables all pupils to make good progress across the school. Pupils show good levels of interest and concentration and they respond well when they are given a degree of independence. The teaching of literacy and numeracy skills is satisfactory, with the school having implemented the national strategies appropriately. Teaching is particularly good in science, art, design and technology and information and communication technology and pupils are making good progress in these subjects. Teachers provide good levels of support to children with specific needs and challenge the more able through appropriate questioning and extension work. The school deploys its teaching assistants very effectively and they make a positive contribution to pupils’ learning.

p.8

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good. The breadth of planned activities includes a wide, exciting range of learning experiences to motivate the pupils. The planned experiences for children in the reception classes are particularly good. These very effectively provide the building blocks for further learning and are a significant strength of the school.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs There is good provision for supporting pupils with special educational needs, especially in relation to behaviour management. Teacher assistants and the support of outside agencies make a positive contribution to the good progress being made by these pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Pupils learning English as an additional language are no longer in need of special support. They participate fully in lessons and the school successfully includes them in all its activities.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school provides very good opportunities for spiritual development in assemblies and lessons. Moral development is good and the consistent application of the ‘Golden Rules’ creates a peaceful and orderly community. Teachers provide good opportunities for social and cultural development.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils A caring school which values family attitudes. Good relationships and effective procedures for monitoring and improving behaviour ensure that all pupils enjoy being in this happy school.

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OTHER ASPECTS OF THE SCHOOL

There is now a good partnership with parents and they are becoming increasingly involved in their children’s learning. West Rise Community Infant School

p.8

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The headteacher provides clear educational direction for the work of the school. She has successfully led the school through a difficult two years of recruitment and retention. Her identification of aspects of school improvement, particularly the learning in reception and pupil behaviour in the school, has improved the quality of the planned learning experiences for all pupils. She is committed to raising standards throughout the school. The headteacher, teachers and support staff work well together as a team and this has a significant impact on the quality of teaching and learning offered and the consistent approach to behaviour management.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governing body supports the work of the school and is aware of its strengths and areas of development. The school meets statutory requirements in all aspects of its work.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The monitoring of teaching and learning is rigorous and, as a result, the quality of teaching has improved and there is now a consistency in expectations throughout the school. As a result, pupils are achieving well as they move through the school. Regular visits and meetings of the governing body have supported the school well and many of the new procedures are helping to inform the governing body’s evaluations of school performance. However, many governors remain dependent on information provided by the school and, therefore, there is a lack of rigour in what they do.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school makes appropriate use of specific grants. The plan for school improvement is only short term and as yet does not offer a long-term vision of finances and development of the school. The school now applies the principles of best value appropriately.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There has been a high turnover of teaching staff in the last two years. However, the new staff have quickly settled into school, are working well as a team and are suitably qualified to meet the demands of the curriculum. The quality and range of resources are good.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Thirty-two parents and carers returned the questionnaire and 12 attended the meeting.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• Improvement in behaviour. • That their child likes school. • They feel comfortable about talking to staff. • That the school is led and managed well. • The number of extra-curricular activities.

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree with all the parents’ positive comments. They judge that the number of extra activities available is appropriate for the age of the pupils and the type of school. West Rise Community Infant School

p.9

The school’s results and pupils’ achievements

1. Overall, pupils are now achieving much better than last reported by Her Majesty’s Inspectors at the time of their visit on 25 th September 2000. Inspection evidence confirms that seven-year-olds are attaining below average standards in reading, but standards are still well below average in writing. Overall, standards are below average in mathematics, but in line with that expected in science. This is generally better than the school’s results at seven in the 2001 national tests. Based on these results in these tests, the performance of these pupils was well below average in reading, writing and mathematics. The performance of these pupils in science based on teacher assessments was below average. In comparison with similar schools nationally, performance was well below average in reading and mathematics, but below average in writing and science. Further analysis of these results indicates that girls performed far better than boys in these tests.

p.10

The school’s results and pupils’ achievements

The school has recognised this effectively. The headteacher has implemented a comprehensive strategy to target the attainment of boys in Years 1 and 2 in English and mathematics.

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The school’s results and pupils’ achievements

2. This general trend of improvement is a direct result of the headteacher’s drive to raise standards in all aspects of the school’s work. The school has achieved significant progress in the improvement of pupils’ behaviour and quality of teaching. Consequently, lessons are more effective and the school is now meeting the needs of higher attaining pupils. There is now a very strong emphasis on the teaching of basic skills. The teaching of reading is more structured with a reorganisation of reading material. The school has identified improvement in the quality of pupils’ writing as a priority, but the teaching of handwriting is not yet as effective as it could be across the school. The headteacher and English co-ordinator have recognised this fully; staff are now fully implementing the recently published policy across the school. The standards of Year 2 pupils’ handwriting have dramatically improved during the term of inspection with the result that the quality of

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The school’s results and pupils’ achievements

writing is improving accordingly. This trend of improvement in handwriting is not as marked in Year 1.

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The school’s results and pupils’ achievements

3. The table below shows attainment in English, mathematics and science judged by the inspection team and as achieved by last year’s Year 2 in the tests, compared to all schools nationally.

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Writing

Below average Mathematics Below average Below average

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Science By teacher assessment

Well below average Average West Rise Community Infant School 4. The following table shows standards in subjects other than English, mathematics and science.

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By the age of seven

Information and communication technology In line with that expected Art and design In line with that expected Design and technology In line with that expected Geography In line with that expected History In line with that expected Music In line with that expected Physical education In line with that expected Religious education In line with that expected

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By the age of seven

5. Reception children make good progress, overall, as a result of the high levels of good teaching and the very well organised activities, matched to the needs of children. This is particularly so in their oral language and reading skills, number work and their personal and social development. The attainment of children when they enter the school is well below average. A small proportion have had no pre-school provision. The improvement of learning for all children in the reception classes has been a top priority for the school. It has achieved dramatic results following the appointment of a part-time manager for the Foundation Stage. It has placed a strong focus on the improvement of the children’s communication, personal and social skills. Children have made good progress in these areas of learning. As a result, most children will achieve the Early Learning Goals in knowledge and understanding of the world, personal and social, creative and physical

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By the age of seven

development by the end of the reception year. Despite the good progress being made, overall attainment in communication, language and literacy and mathematical development will be below that expected by the time these children start Year 1.

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By the age of seven

6. Pupils achieve well overall in Years 1 and 2 and learn lots of exciting things because of the good quality teaching in Year 2 and the overall richness of the curriculum. Learning is good across the school, but best for pupils in Year 2. It is good, overall, across the school in speaking and listening and reading skills and several other subjects. The implementation of the National Literacy and Numeracy Strategies have been satisfactory. Teachers and support staff generally teach basic skills well in all classes. This has resulted in the improved standards of writing at the end of Year 2 overall. Impressive displays of pupils’ work around the school confirm the range of exciting learning opportunities available to the pupils. The management of challenging behaviour from a significant number of pupils is consistently good. All pupils respond well to the ‘Golden Rules’ code of behaviour with the result that lessons are effective even in the very few

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By the age of seven

lessons when learning intentions are not clear and teaching is unsatisfactory. The school has undertaken much work in this area and the pupils’ attitudes to learning have improved considerably, with the result that academic standards have also improved.

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By the age of seven

7. Pupils of all abilities are making good progress in science as they move through the school. There is a good emphasis on investigative work and good progress is being made in all areas of learning. Well-organised practical sessions provide good opportunities for the pupils to co-operate with others and use their initiative to solve problems. Teachers are effectively developing the pupils’ recording techniques. This in turn this is ensuring good links with the development of literacy and numeracy skills.

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By the age of seven

8. Standards are in line with that expected for seven-year-olds in all other subjects. Pupils are making particularly good progress in art, design and technology and information and communication technology, as a result of the rich and interesting curriculum now available for the pupils in this school. West Rise Community Infant School 9. Inspection evidence confirms that there are no significant variations in the attainment of pupils in relation to gender or social class. Pupils learning English as an additional language make satisfactory progress. Pupils with special educational needs make good progress due to the quality of their individual education plans and the support that they receive from the well informed teaching assistants, support services and special needs co-ordinator.

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Pupils’ attitudes, values and personal development

10. Pupils' attitudes to the school are good. Most pupils like coming to school and enjoy their lessons. They display a very keen interest in activities and, because of the mostly good and at least satisfactory teaching, find lessons stimulating. Most of the pupils willingly take part in class discussions, as in the reception class at story time when the teacher was reading ‘A dark, dark tale’. The children were clearly able to express their own ideas of the pictures in the book and to forecast the next page. A large majority of pupils respond well to teachers and motivation is good overall. They concentrate well for reasonable periods. Very many display a sense of responsibility and rise well to challenge. Pupils show this in assemblies when they prepare and remove equipment and in each class when monitors for the day undertake small tasks such as returning registers to the office. The majority of the pupils organise their own work with little adult support

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Pupils’ attitudes, values and personal development

and they like working with a partner as well as working as individuals.

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Pupils’ attitudes, values and personal development

11. Overall, the behaviour of the majority of pupils is good, but very occasionally at lunchtime a few pupils can display inappropriate behaviour. Pupils respond very well to the school's ‘Golden Rules’ and are aware of how they should behave in and around the premises. This has a positive impact on pupils' achievements. The majority of the pupils understand that their actions affect others and accept responsibility for them. Pupils are accustomed to showing respect for other people's property and are mostly polite to adults and to each other. No instances of bullying, aggressive, sexist or racist behaviour were observed during the inspection week. There were no exclusions during the last reported year.

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Pupils’ attitudes, values and personal development

12. Relationships within the school are good. Pupils, teachers and other adults within the school relate well to one another and pupils make significant progress in developing their social skills. The majority are aware of the impact of their actions on others. Most of the pupils reflect and discuss their behaviour, feelings and experiences. When asked, most can recall individual or group targets set for them. Very many pupils play an active part in the life of the school and, when given the opportunity, show initiative by helping in the classroom. Even the youngest children happily tidy away their work ready for the next lesson. Pupils display a concern for the feelings, values and beliefs of others. Most of the pupils can talk with confidence about their own views and beliefs, and they are usually prepared to listen to others' views. Occasionally, a few pupils shout out or talk at the

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Pupils’ attitudes, values and personal development

same time as others but with gentle reminders from the teachers they correct their behaviour. Very many readily accept the responsibility of engaging in routine tasks; for example, they line up in the dining room and carry their lunches to the tables. There are good levels of respect and consideration for others. Pupils mostly respond well when others need help.

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Pupils’ attitudes, values and personal development

13. Attendance at the school is unsatisfactory. The number of authorised absences has declined in the last year, but it is still above the national average. A considerable number of pupils take holidays in term time. A high proportion of pupils who have left the school mid year have been recorded as absent until the school has ensured that they are on the roll of another school. In welcome contrast, the school has improved the proportion of pupils absent without good reason. Registration takes place at the beginning of the morning and after assembly in the afternoon. The school has made an effort to improve the punctuality of the pupils and has succeeded in ensuring that the majority arrive on time. The school periodically reminds parents of the need to maintain regular attendance. West Rise Community Infant School However, it does not actively seek to discourage parents from taking their children out of

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Pupils’ attitudes, values and personal development

school for holidays in term time. The school works closely with the education welfare officer and other outside agencies.

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HOW WELL ARE PUPILS TAUGHT?

14. The quality of teaching and learning is good overall. It is very good or better in one in five lessons and good or better in three out of five. It is satisfactory or better in nearly all lessons with only two lessons judged as unsatisfactory during the inspection. This represents an improvement on that judged by Her Majesty’s Inspectors’ last visit when about one in ten lessons were unsatisfactory. Overall, teaching promotes learning well. There is now a good teaching and learning policy which teachers consistently follow. Parents at their meeting commented favourably on the quality of teaching, but expressed some concern at the inconsistent levels of homework set.

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HOW WELL ARE PUPILS TAUGHT?

15. Teaching is good in the reception classes, with a considerable amount of it being very good. This has a significant impact on the learning of these children. Teachers have very good knowledge and understanding of teaching children of this age, and their good planning effectively reflects the national guidance for the Foundation Stage. Lessons are well organised, with children having access to a wide range of activities and resources. There is a good balance between teacher directed activities and those that the children can choose for themselves. Teachers create a safe, stimulating and purposeful learning environment, which fosters good levels of concentration among children. There are very good relationships between children and teachers, which teachers use effectively to engage children in learning. Teachers provide good levels of support to children with specific needs and challenge the more able through appropriate questioning. The school

p.13

HOW WELL ARE PUPILS TAUGHT?

deploys its teaching assistants very effectively and they make a positive contribution to children’s learning.

p.13

HOW WELL ARE PUPILS TAUGHT?

16. The quality of teaching and learning is satisfactory overall in Years 1 and 2, with a significant amount of teaching being good or better. There were only two unsatisfactory lessons. The teaching of literacy and numeracy skills is sound, with the school having implemented the national strategies satisfactorily. Teaching is good in science, art and music, and satisfactory in English, mathematics, physical education and information and communication technology. There is insufficient evidence to make a judgement on the quality of teaching in religious education, history, geography and design and technology.

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HOW WELL ARE PUPILS TAUGHT?

17. Teachers’ knowledge and understanding of all subjects is satisfactory. This helps them to explain things clearly and to ask probing questions to extend pupils’ understanding and thinking. Teachers’ day-to-day planning is satisfactory, although it is good in English and mathematics. They identify objectives clearly and share them with the class at the beginning of lessons so that pupils understand what they are doing. They also remind pupils of objectives at the end of most lessons. The teaching of handwriting is not consistent across the school. It ranges from good to unsatisfactory. However, teachers provide regular opportunities for the teaching of handwriting. They have a good understanding of how to teach basic skills. Planning generally caters well for the full range of attainments in the classroom, including pupils with special educational needs. Where teaching is unsatisfactory, as happened in one lesson in English and another in

p.13

HOW WELL ARE PUPILS TAUGHT?

physical education, teachers are not clear about what they expect pupils to learn, or tasks do not match the ability of all pupils.

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HOW WELL ARE PUPILS TAUGHT?

18. The methods used are good. Lessons have a clear structure and teachers explain tasks well. They put particular emphasis on the teaching of subject specific vocabulary to improve the pupils’ communication skills. The introductory sessions in lessons are generally well organised. Pupils have opportunities to work as whole class, individually, and sometimes, in pairs. However, there are sometimes missed opportunities for group West Rise Community Infant School work and personal development in music. Teachers do not always use the introductory part of the lesson well to prepare pupils for independent work later in the lesson. Tasks for pupils working on their own do not always match appropriately their stage of learning. This impacts adversely on the pace of work and hinders pupils’ progress in learning. Pupils had insufficient opportunities to engage in investigative work in mathematics and

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HOW WELL ARE PUPILS TAUGHT?

science at the time of the previous inspection. This is no longer the case, with pupils now having sufficient opportunities to carry out practical and investigative activities in both subjects.

p.14

HOW WELL ARE PUPILS TAUGHT?

19. Teachers manage pupils well in lessons and their expectations of behaviour are high. There are good relationships between staff and pupils. This helps teachers to create a calm but purposeful atmosphere in almost all lessons. Pupils respond positively to this and, as a result, behaviour in lessons is good overall.

p.14

HOW WELL ARE PUPILS TAUGHT?

20. Teachers manage their own time and that of support staff well to enable them to work directly with as many pupils as possible during lessons. Although there is good inclusion of all pupils in lessons, occasionally some pupils get excluded from learning in the introductory part of the lesson because teachers do not match questions to the varied learning needs of all pupils in the class. Teachers use resources well in most lessons. As a result, pupils’ interest is effectively engaged which promotes good learning. A Year 2 mathematics lesson on finding halves and quarters of different shapes effectively demonstrated very good use of resources, alongside lively and enthusiastic teaching.

p.14

HOW WELL ARE PUPILS TAUGHT?

21. Teachers and support staff use questions satisfactorily to assess and extend pupils’ learning. They make good use of information from on-going evaluation of lessons to plan subsequent work. Teachers mark pupils’ work regularly. However, there are inconsistencies in marking, with the quality of marking in English, especially in writing, being unsatisfactory in some books. The provision for homework is satisfactory overall.

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HOW WELL ARE PUPILS TAUGHT?

22. Pupils learning English as an additional language are no longer in need of specialist support. They participate fully in lessons and the school includes them in all its activities. There is good provision for pupils with special educational needs. Teachers and learning support assistants make a significant contribution to the good progress made by these pupils.

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HOW WELL ARE PUPILS TAUGHT?

23. The teaching of pupils with special educational needs is good. The school monitors their progress carefully and clearly meets their needs in a wide range of activities. Each pupil’s clearly written targets are revised fortnightly by their class teacher and termly by the special needs co-ordinator to ensure that the provision is always highly relevant. The use of a tracking sheet in all lessons identifies which pupils the teaching assistant is to support and what activities they are to undertake. Pupils with special educational need, therefore, have meaningful interactions with the support staff who also provide them with both stimulating resources and interesting activities. Pupils with special educational needs are, therefore, fully included in all aspects of school life and they enjoy their work.

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HOW WELL ARE PUPILS TAUGHT?

24. Overall, after a period of instability within the school, teaching promotes learning well and enables all pupils to make good progress. Pupils show good levels of interest and concentration. They respond well when they are given a degree of independence. Pupils understand what is expected of them and how they can improve their work. West Rise Community Infant School

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PUPILS?

25. Overall, the school provides a good range of learning opportunities. The breadth and balance of the curriculum are satisfactory and there has been some improvement in provision since the last inspection. As a whole, the curriculum for Years 1 and 2 meets legal requirements and the Foundation Stage curriculum is in line with Government guidance for children of this age. The school is meeting the requirements of the locally agreed syllabus for religious education and it informs parents of their right to withdraw their children from religious education. It provides well for pupils identified as having special educational needs.

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PUPILS?

26. The breadth and balance of the curriculum at the Foundation Stage is good and curriculum planning for this stage is effective. The quality and range of activities are very good and staff plan for and provide a wealth of interesting and exciting learning opportunities for the children. As a result, the curriculum provides very good levels of interest and stimulation and the promotion of high achievement is now a good feature of this provision. Parents are pleased with the quality of curriculum and value the good levels of information about the learning experiences offered. The curriculum is fully relevant to the needs of the children and good use is made of resources to support the learning experiences.

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PUPILS?

27. There is appropriate breadth and balance within the curriculum for Years 1 and 2 and curriculum planning for this stage is well detailed. Policy statements for core subjects in the infant classes are quite clear and appropriate schemes of work are fully in place. The curriculum is often stimulating and the provision of challenging experiences is now a key aim of the school. The time allocated for teaching the curriculum is well thought out and the needs of pupils are often met because what is taught is fully relevant to their needs.

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PUPILS?

28. The school is implementing the National Literacy Strategy successfully and there is some evidence of improving standards in English. It teaches literacy skills well and this is beginning to have impact on writing skills in other subjects. It has implemented the National Numeracy Strategy appropriately and this has led to improved standards in mathematics.

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PUPILS?

29. The curriculum is socially inclusive and good planning ensures that the gender, age and ability of pupils are always taken into account. All pupils, regardless of gender, ethnicity or linguistic background, have full access to the curriculum. However, the school recognises the need to produce policies and guidelines for English as an additional language and equal opportunities to support teachers.

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PUPILS?

30. Good contacts with local services and support groups provide a flow of professional advice and support to the special needs co-ordinator and the school so that they meet the needs of all pupils on the special needs register. As a result, the needs of all pupils with special educational needs are clearly met and the school includes them in all aspects of its life. This is because of the caring nature of the school and the good structures in place to ensure equal access to the curriculum and learning opportunities.

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PUPILS?

31. Overall, the school works hard to provide for pupils' personal, social and health education. Teachers deal sensitively with aspects related to ‘growing up’ in science lessons and ‘circle time’. The school works hard to provide a range of stimulating school visits and makes good use of visitors to enrich the curriculum.

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PUPILS?

32. On the whole, the community contributes effectively to pupils' learning. The school makes effective use of resources within the locality. It encourages the local community to use the site for a range of purposes. For instance, it made very good use of parental West Rise Community Infant School expertise to develop and build a very interesting and dramatic garden area at the front of the school. This feature now provides a wide range of experiences for the pupils as well as giving a bright welcome to all visitors to the main entrance. The school regularly endeavours to bring the community into the school to enhance pupils' appreciation of the wider world. Relationships with local schools are good overall. There is very regular contact with several local providers of early years education. The school also maintains regular contact with the neighbouring junior school to enhance learning in many subjects,

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PUPILS?

for example in English and physical education.

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PUPILS?

33. Arrangements for promoting pupils' personal, spiritual, moral, social and cultural awareness are good.

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PUPILS?

34. The provision for the spiritual development of pupils is very good. In particular, assemblies are a special part of the day. There is an aura of calm when pupils enter the hall. The school organises these events well. It plans and develops themes carefully. It encourages pupils to think about how they would feel in situations such as the ‘Visitation’ when an angel came to tell Mary that she was to have a baby. Many pupils are able to link the occasion to events in their life when they have been afraid or couldn’t understand what was happening. Time for pupils to reflect on their experiences is well established and the opportunity for reflection helps pupils to develop spiritual awareness. A broad Christian outlook is the basis of collective worship in the school. The daily act of collective worship complies with statutory requirements. The central theme behind most acts of worship is the exploration of meaning, purpose and values. This is also followed

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PUPILS?

through in lessons; for example, in a religious education lesson the teacher encouraged pupils to think of the ways that love could be given without a cost attached. Pupils experienced a good moment of spirituality when they realised that giving love makes them happy.

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PUPILS?

35. Arrangements for pupils' moral development are good and most of the pupils can determine right from wrong. The ‘Golden Rules’ underpin the teaching of the values of honesty, fairness and justice. Staff promote these rules well and apply them consistently throughout the school. Through the teaching of the rule to be honest and not cover up the truth, very many pupils understand the importance of how their actions can be hurtful to others. The school plans the moral development of pupils well through teaching. For example, it encourages pupils not to be hasty in judging others in assembly and to listen carefully to others’ opinions in religious education lessons. The school has yet to consolidate the introduction of ‘Circle Time’ during the daily fruit and drink period fully across the school. Currently, its effect varies from not taking place to a time when pupils are left in discussions on their own. The headteacher has recognised this as an area for

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PUPILS?

36. The school places great emphasis on the social development of the pupils and provision is very good. Social inclusiveness is promoted well through the ‘Monitor for the Day’ system, when pupils take it in turns perform a range of useful tasks for the staff. Duties include responsibility for assembly equipment and returning registers. In the reception class, children learn to share their fruit with others by asking adults if they would care for a portion. These activities encourage all pupils to give a thought to the needs of others. The school encourages social responsibility through the involvement in charities that develops their awareness in local issues. Pupils identified with special educational needs because of their challenging behaviour receive good support and fully take part in school life. Staff and other adults at the school provide positive role models to these pupils and the good relationships within the school make a considerable contribution to the positive

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PUPILS?

response of these pupils. All pupils get good opportunities to take responsibility for their own actions. For example, teachers set and display targets in the classrooms for all to be aware of. The ‘Golden Rules’ provides good opportunities for pupils to exhibit a sense of self-discipline. The attitude of very many older pupils towards the care of younger ones is West Rise Community Infant School good. They are aware of their needs at lunchtime and in the playground they can be seen playing happily together.

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PUPILS?

37. The provision for pupils' cultural development is good overall. Very many pupils have a considerable understanding of their cultural heritage. Through religious education, for example when studying Diwali or Judaism, they learn to appreciate other beliefs. Pupils have experienced other cultural backgrounds, for example when the peripatetic teacher explained the customs and backgrounds of Traveller children. Not only does this help pupils to appreciate the cultural diversity of their own society, the Traveller children themselves feel secure in the knowledge that their peers understand their lifestyle. The school provides many enriching cultural experiences for its pupils. The school often takes opportunities for pupils to develop an appreciation of art, literature and music. Artists, poets and theatre groups are very regular visitors to the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. The school provides satisfactory care of its pupils. Good relationships are a strength of the school; promoting a friendly family atmosphere which helps pupils to feel secure and happy. Pupils relate well to teachers and other each other and in turn are respected and valued.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Procedures to promote pupils’ well-being, health and safety are satisfactory. The school has a detailed health and safety policy. A very recent audit of health and safety in the school has identified a few areas to be addressed and the school is in the process of rectifying these. Three members of staff are fully trained in first aid and a further two have received basic training. Stickers to indicate bumps to the head are provided for lunchtime staff and this reminds the teachers and parents to monitor injured pupils carefully for adverse symptoms. The caretaker has recently received training in the appropriate safety and risk assessment procedures. Fire procedures are adequate and regular testing of fire and electrical equipment takes place. Teaching assistants have other roles in the school as well as working in the classroom, for example as lunchtime supervisors. Consequently, pupils are well known to them and are trusting and confident

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

in their care. The school is very clear about its intolerance of bullying and racial and sexual harassment and has systems for recording and reporting racial incidents, although they rarely occur.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Child protection procedures are adequate and the school follows the local area guidance for child protection. The headteacher is the designated person with responsibility for child protection and has received training in the past. Although teachers and teaching assistants are aware of the school’s procedures for child protection, they have not had formal training. The school does not have an up to date policy, but receives appropriate support when needed from outside agencies.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school has improved its support of pupils’ behaviour since the last inspection. Parents feel that there is a significant difference in pupils’ behaviour. The school has good clear procedures for the monitoring and promoting of good behaviour. The behaviour policy is supported by the ‘Golden Rules’ system of rewards and sanctions in the form of ‘Golden Time’. For example, pupils can choose an activity for 30 minutes at the end of each week, but minutes are deducted from the ‘Golden Time’ if there have been incidents of poor behaviour. Pupils value the rules and strive to achieve the full time allowance. The consistent approach to the rules along with the recognised targets enable pupils to be responsible for their own behaviour. Occasionally, lapses do occur, for example in a literacy lesson, when a pupil read a word incorrectly, the class laughed and the teacher had to remind them of the rules. However, for most of the time, pupils

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

respond positively to the system and this has a significant effect on the achievement of good behaviour. The systematic recording of any incidents of inappropriate behaviour West Rise Community Infant School and of any racial incidents is in place. However, lunchtime assistants have not yet received guidance on the promotion of the ‘Golden Rules’ and this inconsistency limits the effectiveness of the system. At the parents’ meeting and in the questionnaires, parents say that behaviour in the school is good. These beliefs were upheld during the inspection. Apart from a few minor incidents, no observations were made of any unacceptable conduct.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. There are good levels of care for pupils with special educational need. The special needs co-ordinator has undertaken extensive training and is able to administer a comprehensive set of assessments. They start with the baseline assessment in the Foundation Stage. Routine tests throughout the school assist in the early identification of new pupils to the school as well as monitoring the progress made by those already identified. Pupils’ individual targets are clear and precise, used quite well and regularly reviewed. There are several for behaviour as well as learning difficulties. Behavioural objectives and their associated activities, such as individual contracts and systems by which pupils monitor their own behaviour, greatly support pupils’ personal development. This is why behaviour at the school is so good. The school meets all the requirements that are made in pupils’ statements of special educational need.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The school's systems for monitoring pupils' academic performance are satisfactory. The way in which children’s attainment and progress are assessed is good for children in the Foundation Stage. The assessment of pupils' attainment and progress in Years 1 and 2 is sound and statutory assessments are firmly in place. Teachers make satisfactory use of assessment information to guide their future planning in English, mathematics and science, but this is less secure in all other subjects. Teachers make sound use of these records to support pupils' learning and to help plan work that is matched to their abilities. They use individual and group targets well to monitor and support pupils' academic progress. Useful records of pupils’ achievement, that contain samples of their work, effectively support the procedures for assessment, recording and monitoring attainment and progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Procedures for the monitoring of attendance are satisfactory. Attendance at the school declined in the academic year 2000/01. Attendance is now below the national average. Registration takes place at the beginning of each morning and afternoon, and recording of pupils’ presence takes place. Teachers mostly use symbols to denote the type of absence consistently, but there are some errors in recording the type of absence. The school has recently installed a new system for recording absence and has now the means to analyse each pupil’s absence and the type of absence. Parents will receive detailed records of their children’s absence with the annual reports. Unauthorised absence has improved since the last inspection and is now below the national average. The school has improved its strategies for promoting attendance with parents. Parents usually telephone on the first day of absence and punctuality has improved. The school

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

provides its attendance policy to parents. The policy stresses the need for good attendance and the expectations of the school. There are, however, still many parents who are unaware of the effect on their children’s education of taking holidays in term time.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. The school has now developed a good relationship with parents and this positively assists in the learning and achievement of the pupils. This represents a significant improvement on the findings of the previous inspection. Parents feel that they are welcome in the school and that the staff are approachable and willing to listen to their views. Views expressed by parents in the questionnaire are mainly supportive. All of these parents agree that their children like school. A few parents are unhappy with the range of extra- curricular activities available. However, inspection findings do not support this view. The range of activities available is commensurate with the age of the pupils and the type of West Rise Community Infant School school. The school provides a wide and enriched curriculum that enlightens the pupils’ experiences. Overall, parents are happy with the school’s provision for their children.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. The school is committed to the involvement of parents from minority ethnic groups in the education of their children and the life of school generally. It has good links with the local education authority’s ethnic minority pupil service, which supports the school well in establishing links with minority ethnic parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. As a whole, the information provided to parents is satisfactory. The quantity and quality of newsletters are good and they provide a useful, easy to read overview on the school’s activities. The school has established curriculum evenings for parents. Those attending a recent talk on literacy found it valuable. The evenings provide some useful information on the curriculum and the topics the children will learn, but do not cover all subjects. Annual progress reports celebrate the successes of the pupils and provide good information on personal development and a clear indication of the pupils’ areas for improvement. Annual progress evenings are held which enable parents to discuss with the class teacher the progress of their children. The reception teachers also discuss baseline assessment fully with parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The prospectus is a useful document. Together with an information pack that includes an attendance policy, it fully assists parents in preparing their children for school. Unfortunately, the prospectus does not fully meet the statutory requirements, but the school has recognised this. Visits before entry to school take place to familiarise children with the staff and their new surroundings. The governors’ annual report to parents meets the statutory requirements, but the information in some sections is very brief. The home/school agreement is specific to the school. The ethos of the school is clearly evident within the agreement and all new parents sign it.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The school provides good information for parents of pupils with special educational needs. It invites them into school at the review of assessments, but some do not always take up the invitation. The school maintains regular contact with parents and encourages them all to attend the review of their child’s individual education plan and support their learning at home.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The school recognises the important contribution parents can make in helping with their children’s learning. It encourages them to help in the school and they often help in reception. Parents have assisted in creating the attractive gardens at the entrance to the school. Parents with expertise in building maintenance have also given practical help. The school invites parents to accompany the pupils in curriculum visits and grandparents are involved in sharing their pasts with the children during history topics. An active friends of the school association holds social events and raises funds for the school.

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