Other · Ofsted report

Fairfield Infant School

Inspected — · published 20 Feb 2003 · URN 124582

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Full report text

FAIRFIELD INFANT SCHOOL

Dates of inspection: 18 – 21 November 2002

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FAIRFIELD INFANT SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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FAIRFIELD 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. Fairfield Infant School - 3 - November 2002

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INFORMATION ABOUT THE SCHOOL

School address: High Road West Felixstowe Suffolk

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs A Coleman

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: September 1997 Fairfield Infant School - 4 - November 2002

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 2490 R Frith Registered inspector Science Design and technology Areas of learning in the Foundation Stage Educational Inclusion English as an additional language What sort of school is it? School’s results and achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 13874 J Chesterfield Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 30717 G Tompsett Team inspector Mathematics Geography History Physical education 28200 P Stevens Team inspector English Information and communication technology Music How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

27301 C Messom Team inspector Art and design Religious education Special educational needs Fairfield Infant School - 5 - November 2002 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Fairfield Infant School - 6 - November 2002

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PART A: SUMMARY OF THE REPORT 7

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 11

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 31

Fairfield Infant School - 7 - November 2002

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INFORMATION ABOUT THE SCHOOL

Fairfield Infant School is a community school for boys and girls aged 3 to 7 years. There are 224 pupils on roll, including 50 part-time children who attend the nursery. The school is situated in the town of Felixstowe in an area of privately owned and rented housing. The percentage of pupils receiving free school meals is below the national average. On entry to school, pupils show levels of attainment similar to those seen nationally for children of the same age. Currently, the percentage of pupils with special educational needs is below the national average and three pupils have a statement of special educational needs. Most of the pupils with special educational needs who require regular additional support have autistic, speech or communication difficulties. A small number of pupils come from minority ethnic backgrounds and speak English as an additional language.

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HOW GOOD THE SCHOOL IS

Fairfield Infant School is a good school with many significant strengths. Pupils achieve well and standards are rising in most areas. The oldest pupils are currently attaining above average standards in English and science and well above average standards in mathematics. The quality of teaching is good and pupils are encouraged to work hard and enjoy their learning. The school offers a broad and interesting curriculum with effective support for those pupils who experience difficulty with their learning or who are at the early stages of learning English. Leadership and management of the school are very good and the school provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Throughout the school pupils achieve well and in Year 2 they are working at above average levels in speaking, listening, reading, writing, science, art and design, geography, history, physical education and religious education, and well above average levels in mathematics. • Teaching is good and support staff make a significant contribution to the pupils’ learning. • The provision for pupils with special educational needs is excellent. • The school is very well led and managed. • The school’s nurturing environment and ethos of respect and co-operation promote very good attitudes, behaviour and relationships. • Pupils like going to school and attendance is high. • The school has developed a good partnership with parents who, in turn, have very positive views of the school. What could be improved • The teaching of the newly introduced music scheme in Years 1 and 2. • Buildings, accommodation and facilities, particularly for children in the nursery and reception

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HOW GOOD THE SCHOOL IS

classes, so that teachers can more easily provide the full curriculum. • Some written information for parents. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in September 1997 when the quality of education, and the school’s climate for learning were both good. The school has successfully addressed the key issues identified in the inspection report and improved on previous good practice. The quality of teaching has improved and standards are now higher in reading, writing and mathematics. Staff have developed new schemes of work and ways of assessing what pupils have learnt and use this information to plan appropriate work for pupils of different ages and abilities. Staff monitor and evaluate the effectiveness of their work and governors, the headteacher and subject co-ordinators now evaluate the effectiveness of school developments. Responsibilities for managing the curriculum, assessment and special educational needs are now well delegated and teachers perform their duties well. Improvement since the last inspection has been good and the school demonstrates a clear commitment to further improvement.

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STANDARDS

Fairfield Infant School - 8 - November 2002 The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results. compared with

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

In the 2002 national tests, Year 2 pupils achieved standards which were above average in reading, average in writing and well above average in mathematics. The similar school comparisons, which is based on the number of pupils receiving free school meals, to some extent masks the good progress made by pupils. Children make good progress in the nursery and reception class and, by the time they are ready to start Year 1, most are likely to reach the national standards in all areas of learning, apart from in their mathematical, physical and personal, social and emotional development where standards are higher. Results of the 2002 standard assessment tests and teacher assessments for seven-year- olds indicate a rise in the number of pupils gaining the standard appropriate for their age in reading, writing, mathematics and science. There was also an increase in the number of pupils achieving a higher

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STANDARDS

standard than this in writing, mathematics and science. Staff have used a range of strategies to improve learning, particularly in writing, and these are helping to raise standards. Evidence from this inspection indicates that pupils in Year 2 are working at levels appropriate for their age in design and technology, information and communication technology and music. Pupils are working at above average levels in English, science, art and design, geography, history, physical education and religious education, and well above average levels in mathematics. Pupils with special educational needs and the higher-attainers are well challenged and make progress similar to their peers. This also applies to pupils who speak English as an additional language. No significant difference was noted in the progress and achievement of boys and girls during the inspection although, in the national tests for seven-year-olds in 2002, girls

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STANDARDS

did slightly better than boys in reading, writing and mathematics.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Very good. Pupils enjoy coming to school and are interested in what they do. They are proud of their achievements and talk confidently about their work.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good. Staff set high expectations of behaviour and pupils respond very well to these. Pupils are polite and courteous to each other and towards adults.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Very good. Pupils’ confidence increases as they progress through the school and they become increasingly more responsible and considerate. Race relations are very good .

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PUPILS’ ATTITUDES AND VALUES

Attendance Very good. For the last academic year, attendance rates were well above the national average. Fairfield Infant School - 9 - November 2002

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TEACHING AND LEARNING

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

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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.

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TEACHING AND LEARNING

The quality of teaching has improved significantly since the last inspection. This reflects the importance placed on supporting teachers, who are valued and encouraged to give of their best. Staff meet the needs of all pupils and focus on developing the core skills of literacy and numeracy within a rich curriculum. They have adopted the National Literacy Strategy well and the teaching of English is good. Teachers have been even more effective in teaching mathematics through the National Numeracy Strategy and overall the quality of teaching here is very good. Teachers are very confident in teaching mathematics and have a clear idea of what they want the pupils to learn. Expectations are particularly high. Some teachers in Years 1 and 2 have yet to gain confidence and expertise when teaching the newly introduced music scheme. This is recognised by teaching staff and senior managers are providing support and training. The school’s valuable additional support for pupils with special educational needs

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TEACHING AND LEARNING

results in these pupils making good progress and achieving in line with their potential. Higher-attainers are well challenged. The needs of pupils who speak English as an additional language are well met through good class teaching. Teachers manage pupils very well and have high expectations of work and behaviour. Consequently, no time is wasted and pupils try hard to do their best.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The quality and range of learning opportunities presented to pupils are very good in Years 1 and 2. Although the curriculum is good overall in the nursery and reception class, the size and layout of the accommodation hamper teachers.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Provision is excellent. Pupils with special educational needs receive good support and progress well. The curriculum is adapted, when necessary, to enhance their learning.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Pupils who speak English as an additional language are well supported and fully involved in all activities. Good progress is made as a result of good quality mainstream teaching.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ personal development through the promotion of spiritual awareness and the experience of cultural activities is good. Provision for moral development is very good and for social development it is excellent. The school establishes clear expectations of good behaviour and encourages pupils to take responsibility and develop independence.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Staff have good knowledge and understanding of their pupils and make good provision for their welfare, health and safety.

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OTHER ASPECTS OF THE SCHOOL

The school’s good partnership with parents and, in turn, the very good contribution that parents make to the work of the school and their children’s learning , are significant factors in the standards that pupils achieve. Fairfield Infant School - 10 - November 2002

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher has a clear vision for the school and central to this is the aim to raise standards. She is very effective in creating a team with a sense of shared values and encourages others to flourish . She is ably assisted by other senior staff.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Very good. Governors play an integral part in the leadership and management of the school. They are well informed and fully involved in any decisions. They have a clear understanding of the school’s strengths and priorities for improvement. All statutory requirements are met apart from a few minor omissions in the information presented to parents.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Very good. The school effectively analyses its strengths and weaknesses in order to decide what needs to be done next.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Good. The school manages and uses its resources well. Areas for development are well prioritised and appropriately financed. Correct tendering procedures are followed and staff and governors seek to obtain the best value for their spending.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There are sufficient suitably qualified teachers to ensure that class sizes are not too large. Support staff are effective and the good support they provide is a contributory factor in the pupils’ learning. Learning resources are generally good and used well to support learning throughout the school. The teachers are very skilled in making the best of their working environment but overall, accommodation is unsatisfactory and sometimes affects the quality of learning.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Pupils enjoy school and make good progress. • Behaviour is good and pupils are encouraged to be polite and care for others. • Teaching is good and pupils are encouraged to work hard. • The school is well managed and staff are very approachable. • The school works closely with parents. • Some parents would like more information about how their child is getting on.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors endorse the positive views held by parents and the regard they have for the school. They looked closely at the issue raised by a small minority of parents, and found that although the information provided for parents was satisfactory some aspects could be improved. Fairfield Infant School - 11 - November 2002

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The school’s results and pupils’ achievements

1. On entry to the nursery, children have a broad range of abilities and experiences but overall their knowledge, skills and understanding are similar to children of the same age nationally. Children make good progress in the nursery and reception class due to the good quality of the curriculum and good teaching. By the time they are ready to start Year 1, most are likely to reach the national standards in all areas of learning, apart from in their mathematical, physical, personal, social and emotional development where standards are higher than those expected for children of the same age nationally.

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The school’s results and pupils’ achievements

2. Results of the 2002 standard assessment tests for seven-year-olds indicate that in comparison with all schools, pupils’ attainment was above average in reading, average in writing and well above average in mathematics. Results of the 2002 standards teacher assessments in science indicate that the number of pupils reaching the expected level for their age (Level 2) was above average. Teachers challenge pupils well and in these tests the percentage of pupils attaining a Level 3 (higher than that expected for their age) was good in reading, mathematics and science. When compared with schools in similar circumstances in relation to take-up of free school meals, they attained below average standards in reading and writing and well above average standards in mathematics. These similar schools comparisons mask the good progress made by pupils. The school is situated in a mixed socio-economic area and although most families have some kind of

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The school’s results and pupils’ achievements

employment, the area does not reflect those usually seen within this free school meal band. Since the last inspection, results have improved and overall, pupils achieve well. Evidence from this inspection indicates that the pupils in Year 2 will continue the school’s general rate of improving standards.

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The school’s results and pupils’ achievements

3. Pupils in the current Year 2 are achieving above average standards in speaking, listening, reading and writing. The school has focused on improving standards, particularly in writing, and this is beginning to have a positive effect. There has been good improvement since the last inspection, where standards in reading and writing were average. Higher-attainers are now well challenged and they perform better. The improved quality and range of books has helped to raise pupils’ interest in reading and parents are encouraged to support their children at home. Staff teach the basic skills of literacy well and this helps pupils to gain interest and enjoyment, for example, in poetry. Most pupils flourish in the supportive atmosphere of the school and this helps them to gain confidence when speaking formally and answering questions in class. Pupils are interested in what others have to say and listen well to adults and each

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The school’s results and pupils’ achievements

4. Pupils currently in Year 2 attain standards that are well above average in numeracy and all areas of mathematics. This shows a significant improvement since the last inspection and reflects the good introduction of the National Numeracy Strategy. Pupils get regular practice in developing and consolidating their number skills and the daily mental mathematics sessions aids their thinking. This has enhanced the progress which pupils make and the standards that they achieve.

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The school’s results and pupils’ achievements

5. Science standards for pupils in the current Year 2 are above average. Staff identified Fairfield Infant School - 12 - November 2002 concerns with the assessment of pupils’ work in science and following training sessions have improved their practice through clearly identifying the National Curriculum levels that pupils are at. They now use this information to ensure that work is planned appropriately so that pupils are suitably challenged. Pupils are being given well-planned opportunities to carry out their own investigations and learn scientific principles through a practical approach. The correct scientific vocabulary is stressed in each lesson and pupils, from an early age, learn to use it appropriately. All these features are having a very positive effect on the standards that pupils achieve.

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The school’s results and pupils’ achievements

6. Pupils in Year 2 are currently reaching average levels of attainment in design and technology, information and communication technology and music. Pupils are working at above average levels in art and design, geography, history, physical education and religious education. Overall, pupils achieve well, and their work indicates an improving trend.

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The school’s results and pupils’ achievements

7. The provision for pupils with special educational needs is excellent and this helps them to make at least good progress. Support is so good that in some classes pupils with special educational needs make better progress than other pupils. Consequently, by the time they leave school, they are well on the way to attaining expected levels for their age. This is due to early and appropriate identification, and good teaching and support by class teachers, the Special Education Needs Co-ordinator and the learning support assistants.

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The school’s results and pupils’ achievements

8. Pupils learning English as an additional language make good progress. A focus on developing their range of vocabulary and understanding of newly learnt words results in them having full access to a broad curriculum. No significant difference was noted in the progress of boys and girls during the inspection although in the national tests for seven-year-olds in 2002, girls did slightly better than boys in reading, writing and mathematics. Higher-attainers are challenged well and make good progress in line with their abilities.

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Pupils’ attitudes, values and personal development

9. The school has been very successful in improving on the already high standards in this area of its work evident at the time of the last inspection. Pupils’ attitudes, behaviour, relationships and personal development are now all very good indeed. Pupils are very keen to come to school and eager to take part in all the activities it has to offer them. Right from the start, the nursery children learn how to listen and take turns in class, and by the time the children reach Year 2, they are able to concentrate for lengthy periods and contribute sensibly to class discussion. In a Year 2 geography lesson, for example, pupils thought carefully and made logical suggestions about the likely climate in India. They managed to keep their attention on this, despite constant disruption caused by the need for other classes to use their room as a thoroughfare to wash paint pots and hands. Pupils enjoy their work and want to do it as well as

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Pupils’ attitudes, values and personal development

they can. In a reception class session on knowledge and understanding of the world, for example, where children were gathering herbs to test the smells, they never lost sight of the task in hand despite the excitement of being outdoors. All were intent on finding out what the different herbs smelt like and wanted to add others to see how the smells changed.

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Pupils’ attitudes, values and personal development

10. Behaviour is very good, both in class and around the school. Pupils are very aware of the need to move safely around the site, for example to and from the playground or assembly, and they follow the school rules and routines without being prompted. In a whole school assembly during the inspection, behaviour across the whole school was Fairfield Infant School - 13 - November 2002 excellent. All pupils, down to the very youngest nursery children, came in sensibly, waited quietly for others to arrive, listened attentively and with interest throughout, participated wholeheartedly in the hymns and prayers and left in an orderly way. Pupils respect their surroundings and expect others to do so too. One pupil told an inspector not to let a door slam “because it was very old and in Queen Victoria’s time” (sic). In the playground, pupils share the space and facilities amicably and without argument. They are happy to follow a rota to use the most popular equipment such as

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Pupils’ attitudes, values and personal development

the adventure playground and the playhouses. At lunchtime, pupils are very patient as they wait their turn to queue for their food, and they display good table manners as they eat. Bullying and other unpleasant behaviour is rare and is handled firmly by the school. Pupils know that they must tell a member of staff if they have a problem and are confident that it will be sorted out. The headteacher has never had to exclude a pupil during the whole of her time at the school.

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Pupils’ attitudes, values and personal development

11. Relationships in the school are very good. Pupils work and play very well together and are polite and confident with adults. Boys and girls of all ages mix and socialise happily and the few pupils from minority ethnic backgrounds are well integrated. The pupils respond very well to the school’s very good provision for their personal development. They are very considerate and supportive of others. In a Year 1 class assembly about ‘Things We Are Proud Of’, for example, the rest of the school was genuinely interested in what the pupils had to show them and took it all very seriously. This helped the Year 1 pupils to have the confidence to stand in front of everyone to talk about their swimming or demonstrate their gymnastics, because they felt valued and appreciated. Pupils are very willing to take on responsibility, as the attitude of the school council can testify. Not only were they ready to be interviewed during the

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Pupils’ attitudes, values and personal development

inspection, but they also wanted to interview the Registered Inspector beforehand, and had made up a list of questions, together with their peers, of things that pupils wanted to know about the inspection process. Pupils are very enthusiastic about the very good range of extra-curricular activities available to them, and enjoy having the chance to learn new skills and develop their talents.

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Pupils’ attitudes, values and personal development

12. The level of pupils’ attendance at the school is very good. It is well above the national average and has consistently been so over the last few years. Pupils enjoy coming to school and their parents ensure that they rarely miss a session unless they are ill. Few parents disrupt their children’s education by taking them on holiday during term- time. There is virtually no unauthorised or unexplained absence. Punctuality is good. Almost all pupils arrive on time each day so that the morning session can begin promptly. The close co-operation between the infant and junior schools over their starting times has been of great help in achieving this. The arrangements for pupils with special educational needs means that they are keen and eager to come to school and take a full part in lessons and other aspects of school life. Fairfield Infant School - 14 - November 2002

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

13. The school has significantly improved the quality of teaching since the last inspection and this has helped to enhance the progress which pupils make and the standards that they achieve. Across the school, teaching is good and, of the lessons observed, very good or better in over a third. This quality of teaching reflects the high expectations of the headteacher and the value placed in the school on supporting staff and encouraging them to do well. A good programme of professional development is in place and teachers regularly share their expertise and good practice. All these features, together with the strong team spirit present in the school and the commitment of staff, result in good practice.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

14. The quality of the teaching for children in the Foundation Stage is good overall and sometimes very good. This good quality teaching helps children settle quickly into school routines and is an important factor in the way children develop very good personal, emotional and social skills. In the nursery and reception class, planning is good and reflects the national guidance for teaching children of this age. A good range of activities is provided which maintains the children’s interest and supports their learning. A good balance is made between direct adult teaching and activities which encourage the children’s ability to make choices and work independently or with each other. The support staff give valuable help to children and work with the teachers to provide a consistent approach to teaching and learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. These good features are systematically built upon in Years 1 and 2, where the teaching is also good and frequently better. Teachers focus well on developing the pupils’ literacy and numeracy skills and the recent focus on raising standards in writing is beginning to bring about improvements. Achievement in the current Year 2 classes is better than in the recent few years. Staff have focused on developing the pupils’ basic skills in a coherent way and have successfully used the literacy and numeracy strategies to meet the needs of pupils. The National Literacy Strategy helps to engender a love of stories and poetry and encourages writing for a variety of purposes. The teacher’s very amusing presentation in a very good Year 1 literacy session was instrumental in getting pupils to understand the term ‘bragging’. This was followed by her very expressive reading of a book which ensured that by the end of

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

the session all pupils knew exactly what bragging meant. The National Numeracy Strategy ensures that pupils get regular practice in using their mental mathematics skills and often make very good progress. For example, in one very good lesson observed in Year 1, the teacher was particularly effective in encouraging pupils to count in tens. Her friendly, enthusiastic, yet demanding manner created a very good learning environment in which pupils were keen to participate and do well.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. Learning support assistants and teaching assistant work very well alongside class teachers and make a significant contribution to pupils’ learning. For example, in a very good Year 2 literacy lesson which focused on poetry, the teaching assistant supported pupils well, including a pupil with a statement of special educational needs. Questioning was well focused and directed by both the teacher and learning support assistant to enable the pupil to take full part in the lesson, and the work set was sufficiently challenging.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. Across the school, teachers’ planning is good. They clearly identify what is to be learnt and share this with pupils. This means that the pupils are clear about what they should learn, and at the end of most lessons have the opportunity to reflect on the progress that they have made. Most teachers start lessons with a clear outline of what the class will be doing, recapitulate on previous learning and introduce new Fairfield Infant School - 15 - November 2002 information and skills, either through direct exposition or demonstration. The pupils then work either in groups or independently to consolidate this learning and come together as a class at the end of the lesson to share learning points and evaluate what they have done. Within this structure, a good range of teaching methods is used to gain the interest of the pupils and ensure that they are involved in their learning. For example, in a very good Year 2 science lesson, pupils were working on circuits and

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

sharing the resources well. After initial discussion, they worked well supporting each other and were delighted with their success when the lights worked. A higher attaining pupil was given an additional challenge to make a buzzer work so pupils of all abilities maintained good levels of concentration. Good questioning by the adults assessed the pupils’ understanding of the process and the session at the end of the lesson was used effectively to share ideas and consolidate learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. In the best lessons, expectations are high, the pace of learning is good and pupils are challenged. In an excellent Year 2 art and design lesson, the teacher used her very good subject knowledge and behaviour management well to sustain very good levels of involvement of the pupils as they developed their skills when working in the style of Kandinsky . Tasks were challenging for all abilities but the pupils were able to succeed due to the good individual support provided by the teacher. Consequently, all felt confident and learning was excellent. Overall, teachers have good subject knowledge and they use this well in their planning. This also gives them the confidence to ask and answer questions and follow up on points made by the pupils. This was not the case in some music lessons. For example, in one otherwise satisfactory lesson in Year 2, the teacher’s instructions were a little confusing, resulting from the teacher’s

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

lack of confidence in teaching straight from the published scheme rather than adapting this to the variety of needs within her class. Teachers generally use time and resources well, and support staff are well deployed.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. The quality of relationships between staff and pupils is very good and this has a significant influence on how staff successfully manage the pupils in their care. The resulting very good behaviour means no time is wasted and pupils sustain good levels of concentration. Teachers and learning support assistants are very skilled in recognising when some individual pupils with special educational needs are likely to disrupt learning and quickly divert their attention. This results in the needs of individual pupils being well met and all pupils maintaining a good pace of learning without disruption.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. Teachers are encouraging and supportive and this results in most pupils becoming confident, keen to answer questions and put forward their views. Teachers use their knowledge of pupils well and encourage them to improve and work harder in lessons if they think they can, or give additional support when learning becomes difficult. Teachers comment on pupils’ work in lessons and sometimes in their books and this ensures that most pupils are clear about how they can improve. Targets are set for pupils and this, too, helps them to understand and recognise the next stage in their learning. Staff work hard to improve the environment by displaying pupils’ work. This supports the children’s sense of self-esteem and encourages them to work harder. Provision of homework is satisfactory and supports the work done in school, particularly in English.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. The quality of teaching and the learning, which it promotes, is very good in mathematics. Teachers are very confident and have a clear understanding of what they want children to learn. They have particularly high expectations and most pupils respond to these. Many pupils like the challenges which their teachers provide and Fairfield Infant School - 16 - November 2002 enjoy working with numbers. Teaching is good in English, science, art and design, design and technology, geography, history, information and communication technology, physical education and religious education. Teachers have benefited from the national computer training and their increased expertise and confidence is being used to raise standards. The quality of teaching is satisfactory in music overall and reflects the different levels of expertise and confidence within the school. At the time of the inspection, a new music scheme of work was being introduced and

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

several teachers showed a lack of familiarity with this.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. The school recognises the needs of higher attaining pupils and they are appropriately challenged within mainstream lessons. Currently, staff have not identified any gifted or talented pupils but are aware of how their needs could be met. Pupils from minority ethnic groups are well supported, so that they are included in all class activities and progress at a similar rate to their peers, in line with their levels of attainment. Teachers and support staff are effective in ensuring that pupils who speak English as an additional language receive support when necessary in order to learn the meaning of unfamiliar words. In one lesson observed in the nursery, a good variety of strategies were used and resulted in the pupil’s full participation and consequent good progress. Teachers are aware of the possible differences in the needs of girls and boys and use a good range of teaching methods to meet their needs. For example,

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

they have focussed on encouraging boys to read by using more non-fiction books.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Teachers give good support in class to those pupils who have special educational needs. All pupils with special educational needs have individual education plans which address their difficulties effectively and set appropriate and clear targets for improvement. These targets are appropriately resourced and effectively monitored by all staff. There is careful planning by class teachers based on observations and assessments and work is set at an appropriate level to enable pupils to make good progress. Pupils are given good support by learning support assistants to enable them to fully participate in class activities.

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PUPILS OR STUDENTS?

24. The opportunities for pupils in the foundation stage of their learning, including the provision for religious education, are good overall. However, this quality of provision is only achieved by the very hard work of staff who have to constantly compensate for the inadequacies in the buildings, accommodation and facilities. The quality and range of learning opportunities provided for pupils in Years 1 and 2 are very good. There is full implementation of the National Curriculum and the county agreed syllabus for religious education. Further more they are enriched in a variety of ways. There have been good improvements since the last inspection.

p.16

PUPILS OR STUDENTS?

25. The school not only ensures that pupils are taught the statutory curriculum, but also extends the content of subjects in many ways. In geography, history and science, for example, pupils make a number of visits so that they can see the subjects’ relevance to real life, and gather first hand evidence for themselves. The curriculum is based on a carefully worked out overall plan, and this ensures that skills such as those in literacy and numeracy progress over time. Teachers plan for progression in skills, knowledge and understanding in all subjects. However, there is scope for giving pupils more opportunities to use them in more than one context, especially with regard to writing. The little application of computer skills restricts pupils from benefiting from their lessons on information and communication technology. The curriculum is designed to include the needs of all pupils so that they have equal opportunity to have

p.16

PUPILS OR STUDENTS?

Fairfield Infant School - 17 - November 2002 interesting and worthwhile experiences which will make the most of their abilities. It also maintains a good balance of academic learning and activities in which pupils are creative and increasingly independent.

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PUPILS OR STUDENTS?

26. There is a strong commitment to educational inclusion. All pupils are afforded full and equal access to the curriculum. The good support which pupils with special educational needs receive in the classroom means that they have the same access to all aspects of the very rich curriculum, as all other pupils. They are well integrated into the school. The school provides very good pastoral care for all its pupils including those with special education needs, and this has a positive effect on their attainment. All pupils have full access to all activities within the school, including educational visits. No pupil is excluded from any form of learning or involvement in activities as a result of their difficulties.

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PUPILS OR STUDENTS?

27. Boys and girls of all levels of attainment and backgrounds are fully included in all aspects of school life. The quality of support and teaching for pupils speaking English as an additional language ensures the inclusion of all pupils and their full and equal access to the curriculum. The school has a clear policy on equal opportunities which is fully implemented to ensure that all pupils have access to the curricular opportunities without discrimination. This is evident in the way that teachers direct questions to pupils and ensure their full participation and in the way that pupils have access to additional curricular activities irrespective of gender, age and cost. The school has an approved policy for race equality which indicates how discrimination and racism will be dealt with and monitored.

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PUPILS OR STUDENTS?

28. The school’s strategy for teaching literacy skills is good and an important factor in developing pupils’ English and its use. Pupils’ standards of attainment provide strong evidence of their success, although there is room for further improvement in writing. Staff have implemented the National Numeracy Strategy very well and are confident in their teaching. This has resulted in further improvements and a raising of standards.

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PUPILS OR STUDENTS?

29. Provision for extra-curricular activities is very good. There are a large number of opportunities for pupils. These include sports, crafts and construction, music, further computer work and gardening.

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PUPILS OR STUDENTS?

30. Provision for personal, social and health education (PSHE) is excellent. Class timetables include a time set aside for it where teachers cover the expected curriculum including citizenship. Equally important, the school ensures that personal and social development take place throughout the day. There are good opportunities for pupils to develop more independence within and outside the classroom with a number of duties such as delivering messages and registers. Teachers maintain records of pupils’ personal and social development in order to support them where necessary. The quality of teaching in lessons is good. For example, pupils in Year 2 discuss how to make playtimes better. Learning ways to live together successfully is further developed by an excellent opportunity to appreciate the value of democracy through being involved in the school council. Moreover, teachers include all pupils in

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PUPILS OR STUDENTS?

providing ideas for council discussions and receive feedback from their representatives. Pupils learn to collaborate through discussion which itself promotes social development. The curriculum includes what is necessary for pupils of infant age about sex and drugs. The headteacher has appointed a member of staff with specific responsibility for PSHE who provides excellent leadership and management.

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PUPILS OR STUDENTS?

31. The school has established very good links with the community. These have a beneficial effect on pupils’ learning. For example, a business link with the ‘Co- Fairfield Infant School - 18 - November 2002 operative’ has provided funding for in-service training in PSHE. The local council has sponsored the school council, while British Telecom has supported the school’s work in design and technology. Local sports clubs provide coaching for the pupils. The school reaches out to the community, for example, by pupils singing to senior citizens and becoming involved in raising money for charities.

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PUPILS OR STUDENTS?

32. The school has also established very good links with local schools and colleges. It is a member of a cluster of infant and primary schools who work together on how they organise what they teach their pupils. Moreover, they are mutually supportive in the funding of in-service training. At the end of their time in the school, Year 2 pupils benefit from very supportive transition arrangements. This includes involving them and Year 3 pupils in the local junior school in a shared project for history and geography.

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PUPILS OR STUDENTS?

33. Provision for spiritual, moral, social and cultural education is very good overall and a strength of the school. Provision for spiritual education is good. The school cares deeply for its pupils so that they flourish. Pupils explore different values and beliefs as part of their religious education , and they show appropriate respect for them. Part of their PSHE and religious education is to understand people’s feelings. As a result of the school’s work with them, pupils identify their own strengths and areas for improvement in a positive way. The curriculum provides opportunity for pupils to be creative and thoughtful. For example, they give good examples of what is beautiful: ‘I like butterflies because of their colour and symmetry’. Assemblies make good contributions by providing opportunities for both quiet reflection on matters such as ‘walking tall’ and for joyful singing together.

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PUPILS OR STUDENTS?

34. Provision for moral education is very good. Pupils distinguish right from wrong and they understand the consequences of their actions. Pupils give examples of actions which are always right and those which are always wrong. Their ideas are partly gained from their religious education. They appreciate, however, that it is not always easy to do what is right. Pupils learn from the way teachers treat them and one another.

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PUPILS OR STUDENTS?

35. Provision for social education is excellent. The school generates a strong sense of community, and gives equal opportunity to all pupils. Social education is an important part of PSHE. Pupils are taught how to collaborate very well in lessons. The school expects pupils to live together harmoniously, both in the classroom and outside. Pupils behave very well towards one another and also explain some of the difficulties they experience in group work and how they solve them. Pupils become gradually more independent in their work, for example, in science investigations. They become involved in the wide variety of activities provided by the parent-teacher association as well as in their own extra-curricular activities. The school council provides an excellent opportunity to debate school social issues and to learn the value of democracy.

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PUPILS OR STUDENTS?

36. Provision for cultural education is good. As a result, pupils feel that everyone is of equal worth. The curriculum includes work related to different cultures. For example, in geography pupils learn in detail about another culture in India. The school uses Muslim and Jewish agencies to teach pupils about their religions, and the school celebrates a variety of religious festivals. Pupils hear music from different cultures and use poetry and artists’ work in their lessons.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Fairfield Infant School - 19 - November 2002 37. The school has worked hard to maintain and build upon its high standards of pastoral care since the time of the last inspection. The key to this is the extent to which teachers know their pupils and liaise frequently with their parents in order to provide good support and guidance. This starts with the good induction procedures for the nursery and reception, which enable children and their parents to settle quickly into school life. The school’s pastoral policies are well written and relevant, and create a clear framework for care which is implemented consistently by staff. The school’s daily routines are carefully organised and run smoothly, and the pupils’ movement around the site is closely supervised. Staff are never complacent and always keen to improve on what the school offers pupils. A good example of this is the current playground initiative, aimed at making playtime fun for all the children. There is

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

already a good range of equipment and activities available, well supported by teachers, support staff and midday supervisors. Further developments are planned, such as buddies and traditional games, which will involve and include everyone. Pupils and parents have been consulted so that the whole school community can play its part.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Arrangements for child protection are good. The headteacher is responsible for this, and the school follows local area guidelines. Staff have undergone recent training, and pupils are taught appropriately about keeping safe through their excellent programme of personal, social and health education. The school has good procedures for monitoring and attending to health and safety issues, and works hard to minimise the impact of the unsatisfactory accommodation on pupils’ well-being. However, in some cases inconvenience is unavoidable. At lunchtime, for example, pupils taking hot meals have to eat in classrooms because the kitchen is too far from the hall, and this is not ideal for those pupils who use the classrooms in the afternoon. First aid arrangements are well organised but difficult to administer because of the four separate buildings, and there are no suitable separate facilities for treating or

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

tending to sick or injured children. A few health and safety matters have been reported to the governors for their attention.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The register for pupils with special educational needs is very well kept and up-to-date. Information gathered from all sources is available and shared at regular meetings between staff and external support agencies. The three pupils who have statements of special educational needs are very well provided for, and pupils receive all the support required as detailed in their statement. The school is aware of, and uses well, the support available for special educational needs within Suffolk local education authority and other agencies. Good links are established for these pupils with the Junior School to enable Year 2 pupils with special educational needs to transfer with ease, ensuring continuity and continuing progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Procedures for assessing pupils’ progress are good in English, mathematics and science and satisfactory in all other subjects. In the main, the strengths and weaknesses of pupils are carefully identified and teachers use the information gained from regular assessments in English, to improve their planning to meet the needs of individual pupils. Baseline assessment is carried out for children in the nursery and reception classes and ongoing tracking is made of their progress. Staff, here, are well prepared to accommodate the proposed changes for the assessment of younger children and are gaining more information from the local education authority. All these features help to ensure that pupils work at an appropriate level and consequently make good progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Behaviour is very well managed in the school. Pupils are fully aware of the standards of behaviour expected of them and also of what to expect if they do not meet those Fairfield Infant School - 20 - November 2002 standards. This is because the school’s golden rules are clear and simple, and the staff implement them consistently and fairly. Pupils see examples of good relationships and thoughtful behaviour around them all day in the way the staff treat others and so they are able to copy this. Any instances of bullying or similarly unpleasant behaviour is taken seriously and dealt with swiftly. Parents uphold the values of the school which is helpful to staff. Pupils feel that the school is a safe and happy place to be, and the playground is very popular with them. Attendance is well monitored, with systems suitably matched to the school’s needs. As attendance is consistently very good, it is not necessary for the school to spend time on detailed

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

analysis of absence or high profile promotion of attendance. Parents are very supportive of the school in this respect, making sure that they provide reasons for absence, and that their children only miss school when they are ill.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. The school has been successful in maintaining good relationships with its parent community since the time of the last inspection. Parents are very pleased with the school and what it offers their children. Most of all they are happy with the people at the school and the work they do. Parents appreciate the approachability of the staff and the way they are welcomed into the school and the classrooms, and they recognise the quality of the teaching and of the leadership. The many parents who were in and around the school during the inspection appeared at home and comfortable, and were treated by the school as equal partners in their children’s education. Some parents, though, have a few reservations about the information they receive, particularly concerning their children’s progress.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Parents’ positive views are fully justified. The school has created good links with its parents, and the key to this is its openness. Staff are readily accessible to parents at the beginning and end of each day and this means that both staff and parents have the chance to share any concerns about the children. As a result, friendly, informal relationships are built up, and any potential problems can be nipped in the bud. The school actively encourages parents to help in school and makes the most of their time and effort, so that the pupils benefit from having additional adults to help them learn.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. Information for parents is satisfactory, though some aspects have not improved sufficiently since the last inspection. Newsletters and other correspondence are good. They are sent regularly and are helpful to parents and welcoming to read. The governors’ annual report and the prospectus, though, still do not contain all the details required by law. The school is planning to send out termly letters about the work the pupils will be covering in each class. This will be a useful way of enabling parents to help their children’s learning at home, particularly for those parents unable to attend the meetings held by the school at the beginning of the year.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. Reports to parents on their children’s progress are satisfactory, but the concerns of a few parents here are understandable. The reports contain lengthy descriptions of what the children can do, but they do not give parents a clear picture of how well their children are doing for their age. Some teachers indicate what pupils need to do next in order to improve, but there is no consistent setting of targets to tell parents exactly how their child can make further progress. There is only one formal consultation evening each year, which is fewer than in most schools. However, the school is always happy for parents to chat with staff informally about how their children are doing, and parents know this. Fairfield Infant School - 21 - November 2002 46. Parents make a very good contribution to the work of the school and to their children’s learning. Almost all hear their children read at home on a daily basis and ensure that

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

any other homework is completed on time. Many are able to support the school as parent governors, classroom helpers, and members of the busy Friends’ Association, and the school is very appreciative of the time and energy they put in. Parent and volunteer helpers make a real difference to children’s learning in class, because they are so well deployed by teachers and work very well under their direction. In a reception class lesson on the senses, for example, the teacher used her volunteer helpers to run additional activities so that she and her assistant could have smaller groups for the main activities, swapping round as the lesson progressed. That way every child got both more individual time from the staff and lots of adult attention throughout the lesson.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Parents are happy with the support and progress made by pupils with special educational needs, and communication with their parents is good both by letter and in meetings. Arrangements for parental involvement for pupils on higher stages of special educational need, including pupils with a statement, are very good and parents receive very good information. Annual reviews are organised well, the appropriate people are invited, and the necessary paperwork is completed very well. The Headteacher is very committed to ensuring that there is quality special educational needs provision in the school and takes a strong lead in this area, seeking out extra funding together with the co-ordinator for special educational needs wherever she can.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

48. The success of the school stems from the very good leadership and management of the headteacher and governors and the effective work of staff. All share a clear vision for the development of the school with a specific focus on creating an environment conducive to teaching and learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The headteacher has a clear vision for the school, and as well as her focus on raising standards, she is also keen to ensure that pupils feel secure in school and stimulated by their learning. The success of the headteacher’s leadership is founded in her belief that all who work in the school should do the very best to raise pupils’ self-esteem and confidence, thereby supporting their academic and personal needs. She has a good understanding of how young children learn and this is reflected in the school’s practice, which encourages independence and learning through a good range of activities. These features are well demonstrated in the school, where an ethos of care and concern together with high expectations are evident. By the time pupils leave school they are confident and sensitive to the needs of others. There is a good degree of mutual tolerance and respect, and racial harmony is self-evident. This reflects the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

headteacher’s strong commitment to equality of opportunity for all.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

50. The headteacher is particularly effective at team building, motivating staff and supporting them to give of their best. A key feature of staffing is the strength of united teamwork that is very tangible in the school. It is purposeful and motivated, resulting in improving standards and a determined will to succeed. There is a strong senior management team, and the skills, expertise and experiences of the headteacher and the deputy headteacher are complemented well. Senior managers have a clear view of the school’s strengths and priorities for development. The role of subject co- ordinator has developed and, they share a clear understanding of what should be achieved. Co-ordinators are well informed and effective in promoting their subjects. Fairfield Infant School - 22 - November 2002 51. The co-ordinator for special educational needs makes a very effective contribution to the management of the special educational needs policy, procedures and support for

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HOW WELL IS THE SCHOOL LED AND MANAGED?

pupils. She manages very well a team of learning support assistants, outside agencies such as speech therapists, special educational needs resources, the process for the early identification of pupils with special educational needs and appropriate intervention to ensure progress. She is very well qualified and continues to attend courses and keep up to date with new developments herself, as well as ensuring the continuing professional development of other teachers and learning support assistants. The school is successfully implementing the new Code of Practice for pupils with special educational needs.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The governor with responsibility for special educational needs is keen to support the school, and is becoming familiar with procedures and practices. She represents issues concerning special educational needs at governors’ meetings, but as yet has not carried out any monitoring of the special educational needs work of the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

53. Good progress has been made since the last inspection in provision for pupils with special educational needs, and the provision is now extremely well integrated into all aspects of the curriculum, and its planning and assessment.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The school’s aims of raising standards and improving the quality of education are increasingly reflected in its work. Since the last inspection, systems have improved to monitor pupils’ progress and to evaluate the quality of teaching. This has brought about significant improvements both in the quality of teaching and the standards which pupils achieve.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The school has successfully addressed the key issues arising from the last inspection and the school has made good improvement. Governors give full support to the school and they and the headteacher have worked hard to raise standards and involve parents and the community. Governors have good levels of knowledge and are very well informed, which helps them to be fully involved in discussions and developments. They undertake their duties diligently and fulfil their roles very well. Governors, headteacher and staff continue to show a clear commitment to maintaining the pace of improvement. There is a good culture of monitoring and target setting that keeps the school moving forward towards achieving its aims. The school improvement plan sets a clear agenda for improvement and is the result of a good consultation process. Governors fulfil their statutory responsibilities, although there are a few minor omissions in their annual report to parents and in the school

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. Staffing levels are good. There are sufficient and appropriately qualified teaching staff to ensure that classes are not too large and that the curriculum is taught well. Well- trained and dedicated support staff are deployed efficiently throughout the school and have a positive impact on the pupils learning. They make a particularly good contribution to the attainment, progress and self-esteem of the pupils with special educational needs and pupils who speak English as an additional language.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. Arrangements for the induction of new staff are good. The local education authority’s guidance for newly qualified teachers is used well, appreciated by staff and a new teacher who joined the school a year ago has been effectively supported. Performance management of staff is in place and is proving effective. Staff training needs are identified appropriately in consultation with the headteacher and this helps staff to give of their best. Fairfield Infant School - 23 - November 2002 58. The accommodation is unsatisfactory overall, poor in parts and impacts on the pupils’ learning and safety. The reception classrooms are inadequate in size and lack many of the necessary facilities for the delivery of the Foundation Stage curriculum. The assembly hall has to be turned into overspill space for the reception classes when all three classrooms are being used in the summer term. This impacts on the teaching

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HOW WELL IS THE SCHOOL LED AND MANAGED?

of physical education, as it is then dependant on good weather when the hall cannot be used. The library is very small for the size of the school. There is not a room or space that could be made into a computer suite, a facility that is seen in many schools. All pupils, including those in the nursery have to cross a playground open to the elements and subject to flooding if, for example, they want to use the hall. The administration of first aid has to be carried out all over the school, as there is no designated medical room. With there being no dining room, classrooms have to be used for the eating of hot meals and this means that teachers have an additional workload to see that facilities are available within those rooms before and after lunch. Some of the classrooms act as corridors to the staff room, toilets and other facilities; this disrupts the teaching within those rooms. Many of the toilet areas are inadequate

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HOW WELL IS THE SCHOOL LED AND MANAGED?

in size, old and in need of replacement. There is no disabled access or potential for disabled use in the school. There is no facility in the classroom blocks for the preparation of food for food technology lessons. The teachers are very skilled in making the best of their working environment and enhance the classrooms with some very good displays that create a stimulating learning atmosphere. There are provisional plans to improve the accommodation for the younger pupils with a building project in the near future. The building of the adventure area and some equipment for playtime makes for good purposeful play. The hard work of teachers and support staff is the key factor in maintaining good standards within unsatisfactory buildings, accommodation and facilities. Fairfield Infant School - 24 - November 2002 59. The overall quality and level of resources are good and they are used well. This indicates an improvement since the last inspection. Teachers make good use of visits

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HOW WELL IS THE SCHOOL LED AND MANAGED?

to enhance the quality of learning for pupils.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The school makes good use of its funding, as it did at the time of the last inspection. Expenditure is carefully planned to match the school’s priorities. At present the school is sensibly spending its high level of reserves to maintain a good number of support staff. This is intended to give pupils more individual attention in an effort to drive up standards still further and help pupils of all abilities achieve their potential. The senior management team and governors are well aware that this level of expenditure is not sustainable in the long term and make sure that staff realise the implications of this. Specific grants are well targeted at the purposes for which they are intended. Money for special needs, for example, is very well used to fund the excellent provision which the school offers the pupils who need it.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. Financial control and administration are very good. The school has efficient systems for managing and reconciling income and expenditure, and these have been validated by regular audit spot checks carried out by the local authority. The budget is closely monitored and the governing body is kept well informed about how the money is used. Staff and governors recognise the importance of obtaining value for money when they order goods and services, and are beginning to apply the principles of best value more widely across the work of the school. Fairfield Infant School - 25 - November 2002

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

62. Staff and governors should work together on the following areas to improve the quality of provision further and raise standards.

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the quality of music teaching in Years 1 and 2 by: * providing appropriate training to support the introduction of the newly introduced music scheme; * using the expertise within the school to model good lessons and support teachers in developing their skills; * using the assessment of pupils’ prior learning to recognise the differing levels of attainment within each class and provide appropriate challenge.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Continue to look for ways to improve the buildings, accommodation and facilities, particularly for children in the nursery and reception classes, so that staff can more easily provide the full curriculum.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the written information for parents by: * reviewing the pupils’ annual reports so that they more clearly highlight what pupils have achieved rather than what they have covered and also indicate how they could improve further; * ensuring that the Prospectus and the Governing Body’s annual Report to Parents contains all the statutory required information; * providing information for parents about what their children will be learning so that parents can support their children at home.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs 42, 44, 45) Fairfield Infant School - 26 - November 2002

p.25

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 35

p.26

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

p.26

Summary of teaching observed during the inspection

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

p.26