Blossomfield Infant and Nursery School

Inspection Report Blossomfield Infant and Nursery School

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104039 Unique Reference Number Solihull LEA 277053 Inspection number 10 November 2005 to 11 November 2005 Inspection dates Marion Thompson RISP Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Eastcote Close School address Infant Type of school Shirley Community School category Solihull, West Midlands B90 3QX 3 to 7 Age range of pupils

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0121 744 5522 Telephone number Mixed Gender of pupils 0121 744 0607 Fax number 229 Number on roll Mrs Lorna Bosley Chair of governors The governing body Appropriate authority Mrs Alexis Elliott Headteacher 4 December 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277053 10 November 2005 - 3 to 7 11 November 2005 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

Blossomfield is a small infant and nursery school in Solihull. Very few pupils are entitled to free school meals. The percentage of pupils from minority ethnic groups has doubled recently and is slightly above the proportion expected nationally. These pupils are mainly of Indian and Pakistani heritage. Three pupils are at the early stages of learning English. The number of pupils with learning difficulties and disabilities is below average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Blossomfield Infant and Nursery School, 10 November 2005 to 11 November 2005

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Grade: 2

This is a good school with many excellent features, that provides good value for money. The success of the school is, in large part, due to the outstanding leadership of the headteacher. Since her appointment standards have risen rapidly. They are now above average in the Foundation Stage (Nursery and Reception) and well above average for mathematics in Years 1 and 2, with high attainment in reading. The long standing decline in writing has been reversed and standards are now above average, although there is room for further improvement in the writing of more able pupils, especially boys. Overall, pupils, including those from minority ethnic groups, make good progress. Provision in the Foundation Stage has improved, but planning and monitoring of teaching and learning is in need of further development. The level of care, guidance and support is outstanding. The quality of teaching and the curriculum are good,

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Grade: 2

although information and communication technology (ICT) is not used sufficiently on a day to day basis. Personal development is excellent and attendance is above average. Pupils thoroughly enjoy the wide range of interesting work they do in lessons. The headteacher has been supported by an extremely committed and effective deputy head and governing body, and staff with much improved management skills. The school has made good progress since the last inspection because of recent improvements and is very well placed to improve further.

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What the school should do to improve further

•Continue to improve the standards of writing in Years 1 and 2, especially for more able boys. •Continue to improve planning and monitoring in Nursery and Reception. •Extend the use of ICT to support learning in other subject areas.

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Grade: 2

Children come into Nursery with levels of skills and knowledge above those expected for their age. They make good progress and most children, including those from minority ethnic groups, are above average by Year 1. Pupils in the early stages of learning English make good progress. Standards have risen over the past two years because of improved planning and teaching. National tests results in 2005 for Year 2 were above average and were high in reading. They represented good progress for all pupils, including those from minority ethnic groups. Results improved significantly overall, but particularly for boys and more able pupils in writing, reversing the downward trend since the previous inspection. Most pupils read fluently, reaching high standards. Boys develop positive attitudes to reading because they enjoy the non-fiction books the school has bought. Pupils achieve well in mathematics and standards in writing are above average and improving. The

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Grade: 2

improvement in writing is mainly due to the vigorous action taken by the school to make writing more interesting for boys. For example it has been linked to sports and to creative activities, such as art. Standards in ICT, an issue at the time of the previous 2 Inspection Report: Blossomfield Infant and Nursery School, 10 November 2005 to 11 November 2005 inspection, have improved since new computers have been bought. They are now average. Pupils with learning difficulties and disabilities make good progress and most reach levels typical for their ages. Pupils at an early stage of language acquisition also receive good support and achieve well.

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Grade: 1

Pupils of all backgrounds learn to consider others from an early age. Teachers help them think for themselves so they develop independence. Pupils are very keen to come to school and attendance is above average. They know right from wrong, behave exceptionally well and have extremely positive attitudes. They are very proud of their school and know they are listened to through class councils. For example, pupils decided that they would like books organised into two boxes for fiction and non fiction. Pupils feel very safe in school and they learn how to take care of themselves, for instance, when learning about electricity or the danger of fireworks. They are active and many eat healthily. Pupils from all backgrounds are exceptionally confident and articulate. They take the wide range of responsibilities offered extremely seriously, such as being playground buddies, and contribute to a variety of charities which they

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Grade: 1

choose. Through the study of different faiths, pupils have good grasp of different cultures represented within the school and show respect for the customs and beliefs of others. The very good development of social and basic skills prepares pupils well for the future.

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Grade: 2

Teaching is good and has very good features. The quality of teaching in the Foundation Stage has improved over the last two years and is now consistently good. Lesson plans in all classes are based on an accurate assessment of what pupils, including those with learning difficulties and those at the early stage of learning English, need to do to move on. Consequently, most lessons present pupils of all abilities with a high level of challenge and, where necessary, support. The purpose of lessons is clear and questions are used well to make pupils think for themselves. Good feedback helps pupils to understand what they need to do to improve. Content is carefully chosen to ensure pupils from minority ethnic groups achieve as well as their peers. Strategies are adopted to meet specific needs, for example, the use of topics such as Bob the Builder to motivate boys to write more readily. Specific skills, such as the improvement

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Grade: 2

of hand control through movement lessons, help boys to improve their handwriting. However, there is room for further challenge for the most able pupils in writing. Occasionally lesson introductions are too long so pupils get restless and the lesson lacks pace. Instructions or explanations lack clarity from time to time so pupils are confused about what is asked of them. 3 Inspection Report: Blossomfield Infant and Nursery School, 10 November 2005 to 11 November 2005

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Grade: 2

The curriculum for the Foundation Stage is good. It has been improved over the past two years to ensure children build on their learning well. Planning is in need of some further development. In Years 1 and 2 the curriculum provides a good range of activities that ensure all pupils enjoy their learning and make good progress. It is enriched by ‘special weeks’ when work in all subjects is related to a topic. For example, during the inspection pupils were engaged in a topic on light, linking different faiths, cultures, celebrations and electricity. Pupils also learn how to be confident, work with others, and understand different opinions. They learn about keeping healthy and safe, and benefit from a good variety of visitors, educational visits and clubs. Although ICT has improved it is not yet fully used to help pupils learn in other subjects. Clubs before and after school, such as ‘Kids Club’, provide activities beyond the school day to help

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Grade: 1

The care given to pupils is outstanding. The school’s procedures to ensure pupils’ safety are rigorous and regularly reviewed. Bullying and racism rarely occur and when they do they are dealt with very effectively. Adults treat pupils with respect and demonstrate good relationships. The school monitors pupils’ progress very well and promptly responds where there is any drop in achievement. Pupils know how well they are doing and are clear about how to improve. They are set very challenging targets, which they are constantly aware of, in literacy and numeracy. The school works very well with parents. There are also good connections with neighbouring schools, and other agencies. The chair of governors says, ‘Everyone here is a partner and you’re in on the deal to get the best for pupils.’

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Grade: 2

Leadership and management are good. The leadership of the headteacher is outstanding. On her appointment she rapidly established an understanding of the school’s main strengths and weaknesses. She involved the whole community, including governors, parents and pupils, in developing a vision for the school and in planning for improvement. This improvement plan is of very high quality and has led to a rapid improvement in standards in all subjects and better quality provision in Nursery and Reception. She benefits from extremely high quality support from knowledgeable and effective governors, who have been trained in self evaluation, and a very effective deputy head. Senior and middle managers within the school are becoming increasingly confident and skilful in fulfilling their roles, as a result of well planned training. The recently appointed Foundation Stage leader has made a good start. Closer monitoring

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Grade: 2

4 Inspection Report: Blossomfield Infant and Nursery School, 10 November 2005 to 11 November 2005 of Nursery and Reception is already planned but is not yet in place. Finances are managed well and directed at areas of greatest need, for example, new premises for the Nursery. Improvement since the previous inspection had been inadequate as important areas of the schools’ work had worsened, for example standards in writing and provision in Foundation Stage. However, more recently improvement has been rapid. The school is very well placed to continue to improve. 5 Inspection Report: Blossomfield Infant and Nursery School, 10 November 2005 to 11 November 2005 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Blossomfield Infant and Nursery School, 10 November 2005 to 11 November 2005

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 1 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 1 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Blossomfield Infant and Nursery School Eastcote Close Shirley Solihull West Midlands B90 3QX 11 November 2005 Dear Children We very much enjoyed ourselves at your school and would like to thank you for making us so welcome, particularly those pupils who spoke to us at length. We think that the best things about your school are: You work hard, enjoy learning and make good progress, especially in reading where you do very well. You are extremely well behaved and show respect for others. You have very good attitudes to your work. You are very well cared for by adults in the school. They know how well you are doing and quickly help you to do better when you get behind with your work. Your headteacher is really smashing. She knows what to do to improve the school and the other adults help her well. We are suggesting to your school that: Teachers help pupils to improve their writing. We feel that some very clever children can do

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Text from letter to pupils explaining the findings of the inspection

even better. Teachers carry on making plans to improve Nursery and Reception and look carefully at what is happening to make sure improvements continue. More use is made of computers and other information technology to help you in your lessons. Yours sincerely Marion Thompson Lead inspector

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