Riders Infant School

115909 Unique Reference Number Hampshire LEA LEA 279700 Inspection number 16 November 2005 to 17 November 2005 Inspection dates Peter Thrussell AI Reporting inspector

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

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Kingsclere Avenue School address Infant Type of school Leigh Park Community School category Havant, Hampshire PO9 4RY 4 to 7 Age range of pupils 02392475258 Telephone number Mixed Gender of pupils 02392492127 Fax number 171 Number on roll Mrs W Osgood Chair of governors The governing body Appropriate authority Mrs Janet Hayward Headteacher 12 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279700 16 November 2005 - 4 to 7 17 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

Riders is a smaller than average sized infant school. It serves an area of considerable deprivation. The percentage of pupils eligible for free school meals is very high. The vast majority of pupils are from White British backgrounds. As they start in reception, children's social and communication skills are poor. Across the school, a very high proportion of pupils have learning difficulties.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Riders Infant School, 16 November 2005 to 17 November 2005

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Grade: 2

This is a good school. Pupils are extremely well cared for, feel safe and enjoy coming to school. Outstanding links with other schools and agencies reinforce this care. In spite of the school's best efforts, attendance is below average. The quality of education throughout the school is good. Children make a good start in the reception year. Teaching is good and contributes to the pupils' good progress. Nevertheless, standards at the end of Year 2 are overall below average.Information on how well pupils are doing and their progress is used effectively to organise learning groups and to identify those who need extra support. The school makes very good provision for the very many pupils who have particular learning difficulties. Last year the school met its targets set in writing and mathematics, but a small number of pupils failed to meet their reading targets. Pupils' personal development is good. Many opportunities are

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Grade: 2

provided for pupils to work and play alongside each other. This helps to foster very good relationships, the care they show for each other, and their good behaviour.The leadership of the head teacher is good. She is well supported by her deputy and an effective team. The school has clearly identified its strengths and where it could improve further. It provides good value for money and is well placed to improve.

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What the school should do to improve further

What the school should do to improve further: * Raise standards in reading* Work further on improving attendance

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Grade: 2

Standards on entry to reception are well below those expected. They are particularly low in social development and communication. Improved planning is now providing more structured opportunities and encouragement for speaking and listening and for personal and social and emotional development. As a result children make particularly good progress in these areas. Overall, however, children make good progress although few fully reach the learning goals expected at this age.In Years 1 and 2, pupils continue to make good progress in basic skills. Boys and girls mostly meet the challenging targets set for them. With a high proportion of pupils having learning difficulties, the school's performance in national tests for Year 2 in reading, writing and mathematics has consistently been below national averages. In 2005, now with a much higher proportion of pupils with learning difficulties, standards fell further in reading. Levels

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Grade: 2

of attainment have been effectively maintained in writing, particularly through stressing its use in other subjects. In mathematics they have been maintained by focussing on recording and problem solving. In reading, the school is working hard to help and encourage more parents to support their children's reading at home.Pupils with learning difficulties make good progress in meeting the learning targets set for them. This is due to the close attention given to their individual needs and the high level of support provided. 2 Inspection Report: Riders Infant School, 16 November 2005 to 17 November 2005

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Grade: 2

Pupils' personal development is good. They enjoy school, are keen to learn and join in activities enthusiastically. Pupils learn to co-operate with each other and to work and play together sensibly. The school encourages this good behaviour through a very clear system of rewards and sanctions. Pupils are particularly pleased when their good behaviour or effort is recognised. For example, they are very proud to be chosen to attend 'Golden Assembly', to be congratulated in front of their parents and a chosen friend. This helps them to grow in confidence and maturity.Pupils' spiritual, moral, social and cultural development is good. The children recognise differences and similarities between people through work on universal themes such as children's rights and responsibilities. From the early years onwards, pupils learn that it is important to stay safe and have a healthy lifestyle. The school 'token' system helps children

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Grade: 2

understand that responsible behaviour and helping others can bring rewards as they collect points towards a small toy. It also encourages them to think about saving as they build up their tokens for better toys.Attendance is below average but is improving very gradually. The school has been successful in reducing unauthorised absence through its work with parents.

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Grade: 2

Teaching is good overall. From the early years onwards, teachers work to develop pupils' language and number skills. Activities in the Foundation Stage are organised so that adults provide a balance of effective teaching and opportunities for the children to learn through play. As a result, children enjoy the activities, concentrate hard and achieve well. Throughout the school, teachers have clear routines which encourage good behaviour and learning. Their enthusiasm means that pupils are keen to learn. For example, Year 1 pupils couldn't wait to spot their 'words of the week' in a book about recycling rubbish. Teachers and other adults question pupils well to develop their understanding. Very good relationships between adults and children encourage pupils to 'have a go' and to persevere with their work. Teachers use information about pupils' progress to set challenging targets and plan lessons. They mark pupils' work

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Grade: 2

regularly and provide pupils with helpful ideas on how they can make their work even better. As a result, pupils make good progress. In the best lessons, teachers also encourage all children to reflect on what they have learned and how well they have achieved their particular goals. The school is working to improve reading through a greater consistency in the teaching of phonics. Throughout the school, teachers and other adults quickly identify potential learning difficulties. Very effective teaching assistants provide extra support for these pupils through work in small groups, focused on developing particular skills. Pupils respond well to their particular challenges and make good progress. 3 Inspection Report: Riders Infant School, 16 November 2005 to 17 November 2005

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Grade: 2

The school provides a good curriculum with a wide range of interesting activities for its pupils. It is regularly reviewed to ensure that the personal and academic needs of all pupils are met. The methods, planning and use of practical activities successfully build on the approaches in reception classes and contribute to effective progress.Planning takes very good account of pupils' safety through visits by the police and fire services. Clubs for sport and exercise, organised through the local sports cluster, and opportunities for healthy eating and drinking, very effectively promote healthy lifestyles.Good enrichment activities add further interest and enjoyment to pupils' learning. Good use is made of visits to broaden their experiences. Focus weeks, such as arts and environment weeks, are held each term, where the whole school combines to work on a particular theme. The school has developed good links between

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Grade: 2

subjects, including information and communication technology, to draw on different skills and make learning more purposeful. In one lesson, good use of an interactive white board by pupils provided an exciting way of developing their literacy skills.

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Grade: 2

The level of care and concern shown towards pupils and their families is outstanding. From the Foundation Stage onwards, the children are well-known to staff and their individual needs are very carefully considered and provided for. Procedures and training for child protection are up to date and the arrangements for dealing with accidents and illnesses are good. Parents of pupils with special educational needs are kept fully informed of their children's progress The staff have a strong commitment to all pupils. They monitor the progress of boys and girls, those with special educational needs, and pupils who may be more vulnerable. They take action to support pupils through effective work with specialist agencies offering help and advice. Pupils have targets, but not enough guidance is given to them on how they can improve. The school works very well with parents to make sure that they feel included in the school community

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Grade: 2

and are able to help their children to achieve. A home school worker regularly meets parents to discuss their children's progress, or to share concerns. The school works hard to find new and more effective ways to include parents, for example, 'Tea with the Teachers' or family learning events. Parents are happy with the care and guidance and the way the school â āÕhelps each childâāŒ.

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Grade: 2

Leadership and management are good. The headteacher is ably assisted by the deputy headteacher and other senior managers. She gives clear direction for the school's work and focuses strongly on the all round development of pupils. The school is largely accurate in its self-evaluation and makes good use of gathered information to plan its improvement. There has been good improvement since the last inspection; target 4 Inspection Report: Riders Infant School, 16 November 2005 to 17 November 2005 setting is now more effective; governors are now more aware of the strengths and weaknesses of the school, they contribute to its self evaluation and are starting to question what the school does.The headteacher has built up a good staff team. Good training opportunities are provided for all staff that helps their professional development and contributes to school improvement. The Foundation Stage is well led so that provision in reception has improved; teachers' understanding of how children

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Grade: 2

make progress in their learning is stronger than at the last inspection. The provision for pupils with learning difficulties is effectively managed. Subject leadership is good. Learning is monitored through looking at planning and pupils' work, and talking with pupils. Some formal lesson observations are carried out that identify strengths, and areas for improvement, which become part of teachers' performance management targets. These are helping to maintain and improve the quality of teaching and learning.There are good systems for monitoring how well pupils are doing and setting targets for them to work towards. Careful checks are made on their progress and additional support is provided where necessary. Through this, a weakness in reading has been identified, which the school is taking action to remedy. The school manages its finances efficiently to maintain high levels of adult support. 5 Inspection Report: Riders Infant School, 16 November 2005 to 17 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: Riders Infant School, 16 November 2005 to 17 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 1 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 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 3 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 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 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 2 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 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 NA 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

I am writing to let you know what we found out when we visited your school. Thank you for taking part in the inspection. We spoke to many of you during our visit and you were always interesting to talk to, polite and helpful. You spoke enthusiastically about enjoying school and all of the things that you do. We liked these things the most:* You behave well, work hard and enjoy your lessons.* Your teachers work hard and help you to learn effectively.* The school is extremely caring and listens to you.* Pupils who need extra help are well supported.* There are many exciting and interesting things for you to do; we did like the wedding in assembly!* You know all about eating the right things and the importance of exercise.* Your headteacher and deputy headteacher do a good job. We have asked the school to work on these things now:* Improve the attendance of those of you who spend too much time away from school.* Help your reading.Thank you again.

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Text from letter to pupils explaining the findings of the inspection

Yours sincerely Peter Thrussell Lead Inspector

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