Alwyn Infant School

Inspection Report Alwyn Infant and Nursery School

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109818 Unique Reference Number Windsor and Maidenhead LEA LEA 278281 Inspection number 5 October 2005 to 6 October 2005 Inspection dates Cathie Munt HMI Reporting inspector

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

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Mulberry Walk School address Nursery Type of school Maidenhead Community School category SL6 6EU 4 to 7 Age range of pupils 01628622477 Telephone number Mixed Gender of pupils 01628789411 Fax number 211 Number on roll Mr S Juden Chair of governors The governing body Appropriate authority Miss Nicky Cale Headteacher 13 September 1999 Date of previous inspection

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Inspection number Inspection dates Age group 278281 5 October 2005 - 4 to 7 6 October 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 one of Her Majesty's Inspectors of Schools and an Additional Inspector.

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Description of the school

Alwyn Infant and Nursery School serves a mixed socio-economic suburb of Maidenhead. Pupils are admitted to thenursery class on a part-time basis in the term after their fourth birthday and to the reception class, full-time, in the termfollowing their fifth birthday. Consequently, about a third of the pupils enter Year 1 straight from the nursery class.There are 186 pupils in the infant department and 50 pupils in the nursery. Almost 85 percent of the pupils come fromwhite British backgrounds. A small proportion of the pupils are of Indian heritage and the remainder of the pupils areevenly divided between those of Pakistani heritage and those of mixed heritage backgrounds. A small number of thepupils are at an early stage of learning English. The proportion of pupils who are entitled to a free school meal hasrisen over the last few years but is still well below the national average. Fourteen pupils have been identified as havingspecial

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Description of the school

educational needs and five have a Statement of Special Educational Need. This is an increase from previousyears in the proportion of pupils in both categories. The school has experienced some difficulty in recruiting suitablytrained teachers due partly to the high cost of housing, but it is currently fully staffed.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Alwyn Infant and Nursery School, 5 October 2005 to 6 October 2005

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Grade: 2

The school judges its overall effectiveness to be satisfactory. However it has been unduly modest in considering its progress since the last inspection and inspectors find that this is a good school with some outstanding features. It provides good value for money because the pupils are taught well and they make good progress in their learning. Teamwork is effective and staff show a strong commitment to improvement. The care guidance and support for the pupils including the monitoring of their progress and the provision for their personal social and emotional well being are outstanding. Other strengths of the school are the standards achieved in mathematics, and the improvements in the use of Information and Communication Technology (ICT) to support the curriculum and to engage reluctant learners. The school's management plan correctly identifies that subject leaders' roles require further development.

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Grade: 2

Standards in the nursery are in line with expectations. Although the provision for the pupils' personal and social development in the nursery is excellent and most of the other aspects are at least satisfactory, the time allocated to outdoor play is limited. The school recognises the need to review and extend the outdoor learning for these pupils.

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What the school should do to improve further

Develop the subject leaders' skills further so that all subjects are managed as well as the best ones.Ensure that there are sufficient opportunities for outdoor play for pupils in the nursery to encourage more independent learning.

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Grade: 2

In the nursery pupils make exceptional progress in their personal, social and emotional development and at least satisfactory progress in their other learning. As a result, by the time they enter Year 1 their work is at the expected standard for their age except in writing and, knowledge and understanding of the world. The additional provision made in Year 1 for those pupils who have had no reception class experience is effective and helps them to catch up with their year group. The majority of the pupils in Key Stage 1 make good progress in reading and science and very good progress in mathematics. Standards are high in reading and science and are very high in mathematics. The pupils in each class meet their challenging targets and some exceed them. Most of the girls develop good writing skills quickly and they use them effectively in other subjects. The boys' progress in writing is not as good as that of the girls. The

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Grade: 2

school has identified this and has developed a good range of support to encourage boys to become more proficient in recording written work. Following a period of staffing turbulence, there was a dip in results in 2003 and 2004. As a result, the overall trend in the school's test results is below the national trend. However, the increased stability in staffing and changes in the school's curriculum during the last eighteen months have had a positive effect on the standards achieved in lessons and in the 2 Inspection Report: Alwyn Infant and Nursery School, 5 October 2005 to 6 October 2005 national tests. The 2005 figures show an improvement on the previous two years' results in reading and writing.

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Grade: 1

The school believes that the pupils' personal development and well-being are good. However, they are better than that; they are outstanding. The pupils' behaviour and attitudes are exceptional. They listen carefully to instruction, apply themselves conscientiously, take a pride in their work and are eager to do well. They like getting their names in the 'gold book'. Adults provide good support, making pupils feel valued and increasing their self-esteem. Pupils enjoy coming to school and rarely take time off. They feel safe and happy and know that if they have a problem the adults are there to help them. This was evident in the playground at the 'Friendship Stop'. The school places a strong emphasis on the provision for physical activity, and on the promotion of healthy eating. Pupils have a good understanding of what they must do to keep healthy. Enthusiastic participation in extra activities, before and after school

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Grade: 1

contributes significantly to team building and helps to develop important skills for living in a democratic society. The good development of basic skills prepares them well for the future. Pupils take their responsibilities around the school seriously. The school has responded positively to the suggestion from staff, and a considerable number of parents, that the pupils should have a more active voice in shaping the school's direction. Training has taken place in preparation for setting up a school council. The spiritual, moral, social aspects of the curriculum are outstanding and permeate through all aspects of the curriculum and school life. Attractive and well presented displays around the school provide evidence of a good range of opportunities for the pupils' cultural development through art and music.

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Grade: 2

Inspectors confirm the school's view that the quality of teaching is good overall. Teachers assess the pupils' work accurately and set appropriate targets that help individuals to improve consistently. Imaginative and creative activities successfully engage the pupils' attention. A wide range of first-hand learning was observed in the teaching of writing. One boy expressed his love of poetry, and enthused about the opportunities to write in this form. The school rightly has identified the need to review the daily lesson objectives in science. Teaching is monitored most effectively and teachers have good opportunities to discuss their work with each other and with the headteacher.In the best teaching there were high expectations, the pace was rigorous and the work was challenging. Year 1 pupils were highly motivated and wrote creatively and with confidence when recording what happened to the Teddy Bear. Less effective

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Grade: 2

teaching could be improved by clarifying learning objectives and by increasing the challenge, pace and extension of skills in some lessons. Skilful teaching assistants are 3 Inspection Report: Alwyn Infant and Nursery School, 5 October 2005 to 6 October 2005 deployed effectively and support all of the pupils well in their learning. Because the teaching is good overall, the pupils make good progress over time. Good levels of effective support are given to pupils with English as an additional language and to those with special educational needs. Work for these pupils is suitably challenging.

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Grade: 2

Inspectors agree with the school that the curriculum is broad and well-balanced in Key Stage 1. Resources have significantly improved since the last inspection as has the amount of teaching space and the decorative condition of the building. These factors have had a positive effect on improving the pupils' learning and attainment. A significant strength of the Foundation Stage curriculum is the planned personal, social and emotional development of the children. However, the access to outdoor play activities is too limited and requires further development.In Years 1 and 2 the grouping of pupils for the teaching of mathematics is particularly effective and helps them to achieve consistently high standards by the time they leave the school. A similar approach to teaching is being introduced to improve standards in literacy, specifically to raise the level of pupil's attainment in writing. Significant improvement has been

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Grade: 2

made in the provision of computers since the last inspection. The use of ICT to support the pupils' learning in all subjects is a strength of the school's provision. Appropriate computer programs are used well to encourage boys to write. The school promotes a good understanding of the need to be safe and keep healthy through its work in physical education and personal, social and health education. There is an interesting and stimulating range of extra activities. Educational visits and visitors to the school such as, grandparents, the local Member of Parliament, artists and musicians, add to the enjoyment of learning whilst fostering good levels of achievement.

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Grade: 1

This is a school that provides outstanding care, support and guidance for its pupils. There is a strong focus and commitment by all staff to meet their academic and personal needs. Parents are happy with the care that their children receive. One parent stated, 'all staff are personable and caring, but firm and fair too'. The pupils' well-being and progress is monitored consistently throughout their time in the school. Individual's achievements are celebrated and this bolsters their confidence as learners. Pupils' work is thoroughly analysed and good support is given by the headteacher and staff to help raise their levels of competence. As a result, pupils enjoy their learning experiences and feel confident to ask for help. Effective child protection procedures are in place. The staff and governors regularly review the premises to eliminate risks to the health and safety of both children and adults. Lunch and playtime supervision

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Grade: 1

is very good and a wide range of activities engages the pupils in decision making, healthy exercise and team building skills.Parents and outside agencies are very supportive and make significant contributions to the work of the school. This is highly valued by the staff and the pupils. Induction and transfer arrangements within the 4 Inspection Report: Alwyn Infant and Nursery School, 5 October 2005 to 6 October 2005 school and with the adjacent junior school are outstanding and ensure that pupils are very well prepared for the next stages in their education.

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Grade: 2

Inspectors share the school's opinion that the leadership and management are good. The headteacher's determination to improve standards and her belief in promoting teamwork provide an effective steer for the school's work. Parents' views are considered seriously when deciding the school's priorities. Staff, governors and parents agree on the school's values. Morale is good; adults and pupils feel valued and work together harmoniously contributing effectively to the pupils' excellent attitude to work. The consistent monitoring of standards and rigorous use of effective evaluation systems is having a positive effect on improving the quality of education. The senior management team supports the headteacher effectively and provides a good role model for their colleagues. Managers recognise the school's strengths and are realistic about the areas requiring further improvement. Although there is no Foundation Stage

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Grade: 2

manager, the school development plan correctly identifies that aspects of the Foundation Stage require improvement. However, the focus is on buildings and resources rather than on extending opportunities for the pupils' play. The Headteacher used data well to identify priorities for improving the quality of teaching. While teachers discharge their responsibilities conscientiously, action plans for their subject areas vary in quality. The best ones review current standards and consider how to make further improvement; this leads to these subjects being very well managed and developed. However, some action plans focus too narrowly on resources and the school has identified that the writing of subject action plans requires further development.The governing body has ensured that there has been a clear focus on using resources and finances for the benefit of the pupils. Developments have been thoroughly costed and

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Grade: 2

adequately funded. The recently appointed chair of the governing body knows the school well and brings a considerable wealth of management expertise to the role. Appropriate plans are in place to review the committee structure and to ensure that meetings are recorded more effectively and efficiently. The school's capacity to improve is good. 5 Inspection Report: Alwyn Infant and Nursery School, 5 October 2005 to 6 October 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: Alwyn Infant and Nursery School, 5 October 2005 to 6 October 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 3 The quality and standards in foundation stage NA 2 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 1 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 1 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 1 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 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

Thank you for telling us about your school when we visited you and your teachers recently. You go to a good school where you are very well cared for by the teachers and the other staff. We agree with your parents that your headteacher knows you well and she works hard to make the school a happy place for you to work in. You have interesting lessons and your teachers also work hard to help you to learn to read and write. You are very good at maths and you use the computers really well to help you to write better sentences and to find out about other subjects. Some of the boys need extra help with their writing and they need to listen carefully to their teachers so that their work will get better.You told us that you liked coming to school. We could see that you were having great fun at lunchtime playing with all that lovely equipment. Many of you told us that it was important to eat a lot of fruit and to get some exercise every

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Text from letter to pupils explaining the findings of the inspection

day. You certainly were enjoying running about and getting fit at play time. We noticed how kind you were when people had no one to play with and we agree with your lunchtime supervisors that you are polite and very well behaved. You take very good care of your school and keep it very tidy. We have told your teachers that they are doing a lot of things very well but we think that they could be a bit clearer about what they want you to learn in science lessons. We have asked them to make sure that all subjects are managed as well as the best ones, for example, mathematics. We also think that there could be more time planned for the children in the nursery to play outside.

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