Padnell Infant School

115965 Unique Reference Number Hampshire LEA LEA 279713 Inspection number 15 May 2006 to 16 May 2006 Inspection dates Beryl Richmond AI Reporting inspector

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

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Padnell Avenue School address Infant Type of school Cowplain Community School category Waterlooville PO8 8DS 4 to 7 Age range of pupils 02392263784 Telephone number Mixed Gender of pupils 02392241613 Fax number 242 Number on roll Mr Paul Wilkinson Chair of governors The governing body Appropriate authority Mr Brian Young Headteacher 26 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279713 15 May 2006 - 4 to 7 16 May 2006 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 2 Additional Inspectors.

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Description of the school

Padnell is a larger than average infant school. Pupils come from a range of social and economic backgrounds. When pupils join the Reception year, their attainment is broadly average but there are variations from year to year. The proportion of pupils with learning difficulties and disabilities is more than in most schools and is increasing. Very few pupils are from ethnic minorities and of them very few are at an early stage of learning English. In the last two years, there has been a fall in the number of pupils on roll. Few pupils are known to be eligible for free school meals.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Padnell Infant School, 15 May 2006 to 16 May 2006

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Grade: 2

The school views its overall effectiveness as good and the inspection team agrees. It gives good value for money. The school is harmonious, welcoming and friendly. A strong shared ethos encourages pupils to learn well and consequently achievement overall is good. Standards are improving and are above average overall, but in writing they are average. Achievement in writing is satisfactory. The contribution of the governing body and partnerships with other organisations, particularly links that enable good educational research, are outstanding. Good provision in the Foundation Stage enables children to make good progress. Provision for pupils with learning difficulties and disabilities and for those learning English as an additional language is good. They achieve well. Teaching and learning are good overall with some being outstanding. The curriculum is good. Whilst fully complying with all statutory requirements, it has also been adapted

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Grade: 2

well to meet the needs of the pupils in this school. Personal development is given a high priority so that pupils become responsible learners who work together well. Leadership is good overall. However, subject leaders are not always fully involved in raising standards in their subjects. Care and concern for pupils' well-being are good. The school keeps detailed records of pupils' progress, which are used effectively to ensure all pupils' needs are met and they achieve well. The school has successfully addressed all the issues in the previous report and has demonstrated that it has a good capacity to improve further.

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What the school should do to improve further

• Raise standards in writing. • Develop the skills and activities of subject leaders in checking how well the school is doing.

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Grade: 2

Pupils achieve well overall because teaching and learning are consistently good and pupils' progress is rigorously monitored. As a result of this, standards in reading and mathematics are now above average in Year 2 and achievement is good in these subjects. Achievement in writing is satisfactory and, although standards have improved, they are still average overall. The school sets challenging targets that have resulted in improved standards, particularly in mathematics. Standards had been falling over the last few years as the proportion of pupils with learning difficulties and disabilities increased. In Year 2 in 2005 standards were average overall. The school has reversed this decline by responding well to the needs of all pupils. It has implemented a whole school phonics programme in addition to other recent initiatives, which are improving standards in English and mathematics. 2 Inspection Report: Padnell Infant School, 15 May 2006 to 16 May 2006

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Grade: 2

Children enter the Reception year with broadly average attainment although the range is wide and there are differences in year groups. Children achieve well and usually attain the nationally expected levels at the end of the year but in some years their attainment is lower because their starting points were lower in Reception. Pupils learning English as an additional language achieve well and make good progress because work is planned well to meet their needs.

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Grade: 2

Pupils' personal development is good and this includes their spiritual, moral, social and cultural development. Pupils develop good relationships and behave well. They show good attitudes and respect the views and opinions of others. As a result of some good school initiatives, like Ginger Club and the emotional literacy programme, pupils can now express their emotions in a more mature fashion. Attendance rates are close to the national average. Pupils enjoy their learning. Reception pupils were very motivated by a 'giant's button' that had been found in the school grounds, and eagerly wrote their story about how it came to be there. Around school, pupils act with due regard to their own and others' safety. The School Council enables pupils to discuss and suggest changes to the school. As one parent wrote 'my daughter is able to take an active part in the running of the school at regular meetings with the headteacher'. They have also contributed to the

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Grade: 2

travel plan and are planning the new cycle shed. Christmas plays and charity fund-raising help the pupils make a positive contribution to the community. They eat healthily in school and understand the need for regular exercise. Their good progress in basic skills, including in information and communication technology, contributes well to their preparation for future life.

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Grade: 2

Teaching and learning are good overall with some lessons being outstanding. Children get off to a good start in the Foundation Stage because teachers give them choices, which help them develop as independent learners through participating in lively, enjoyable activities. Teachers generally use time in lessons well and most deliver their lessons in a lively manner. On the very few occasions where teaching is just satisfactory, there are some missed speaking and listening opportunities that prevent the full participation of all pupils in whole class sessions. There are rigorous assessment systems in place and planning is adjusted well to cater for all pupils' needs. The school caters well for the needs of pupils with English as an additional language and those with learning difficulties and disabilities. Teaching assistants make a valuable contribution to pupils' learning, particularly in group work. 3 Inspection Report: Padnell Infant School, 15 May 2006 to 16 May 2006

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Grade: 2

Where learning is good or better, teachers have high expectations. Pupils have good opportunities to develop language skills through discussion and explanation and have a clear understanding of what they need to do to improve. Teachers' feedback is a growing strength because it helps pupils to know how well they are doing against clearly identified success criteria.

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Grade: 2

The curriculum is good because it meets the needs of all learners well. Teachers plan appropriate coverage of all subjects and include the needs of those with learning difficulties and disabilities and those who are learning English as an additional language. Provision in the Foundation Stage is exciting and stimulating. Provision for English, mathematics and information and communication technology (ICT) has been improved in recent years and this is having a positive impact on pupils' achievement. The school's personal, social and health provision is good. It helps pupils to develop independence, self-confidence, and the ability to make choices. Pupils have frequent opportunities to work together in teams and to develop enterprise skills through activities like fundraising for charities. The school has improved the creative curriculum and provision for pupils' appreciation of local and world cultural traditions. For example, there are

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Grade: 2

close links with a school in Ghana. There is a good variety of visits and visitors. Pupils visit the local church, for example, and go to Rowlands Castle for geography work. These visits add to the pupils' enjoyment and provide opportunities for all pupils to achieve well. The school provides a good range of extra-curricular activities including country dancing, rugby and the 'Crafty Club'.

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Grade: 2

This aspect of the school's provision is good. Inspectors agree with the parent who wrote, 'The school has a strong ethos of caring'. The pupils, in their relationships, behaviour and achievement within school demonstrate the effectiveness of the school's work in promoting their emotional well-being. Adults use a range of strategies to successfully encourage pupils and raise their self-esteem. Consequently, pupils feel valued and endeavour to do their best. Pupils tell of feeling safe and stated that when unacceptable behaviour arises, it is dealt with effectively. The procedures regarding health and safety routines, risk assessments, and procedures to identify and safeguard vulnerable pupils are rigorous. Pupils know how to improve their work because they receive good guidance from teachers. Recently, more accurate assessment procedures have allowed the school to identify those pupils requiring additional support and give them the help they need.

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Grade: 2

A good range of outside agencies and support programmes are used to help learners. They are effectively overseen by the special needs' co-ordinator. 4 Inspection Report: Padnell Infant School, 15 May 2006 to 16 May 2006

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Grade: 2

Leadership and management are good overall and strong in areas such as governance, pastoral care and partnership between the headteacher and deputy. The headteacher ensures that any proposed changes, such as the teaching of phonics, are carefully researched and that effective long-term strategies are adopted. The changes introduced two years ago to improve reading are now having a positive impact on standards. All staff share a common view about the future direction of the school, centred on improving standards. Good monitoring of the school's performance, including lesson observations, help guide the development planning of the school. This is clearly linked to the performance management of staff, where targets are set for improving standards and achievement. Self-evaluation, includes taking account of the views of all parents and pupils, in different ways, including through questionnaires. This has been effective in enabling

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Grade: 2

the school to improve. Challenging targets have been met in mathematics resulting in higher standards. Effective leadership has also ensured that pupils' performance is reviewed regularly and that all pupils have an equal opportunity to learn and progress. The school reviews its curriculum on a regular basis to ensure that it meets the needs of its pupils. By addressing pupils' personal needs, behaviour has been maintained as good, and by identifying areas of weakness, like spelling and phonics, there have been good improvements in reading and writing. Such successes indicate a good capacity to improve. Subject co-ordinators' roles in over-seeing their subjects' development is satisfactory. However, it relies too heavily on the monitoring of teachers' planning and pupils' work and not enough on first hand knowledge of teaching and learning in lessons so that they can build up a clear picture of strengths and weaknesses.

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Grade: 2

Parents are very supportive of the school. The governing body give outstanding support. They visit, challenge and monitor the school regularly. For example, they monitor the school improvement plan to ensure that the school is providing what pupils need to ensure their achievement is good. 5 Inspection Report: Padnell Infant School, 15 May 2006 to 16 May 2006 .

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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: Padnell Infant School, 15 May 2006 to 16 May 2006

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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 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 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 1 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

Pupils I am writing to let you know how much we enjoyed our visit to your school. We think that your school is good and we found it to be a very friendly and happy place. Thank you for making us so welcome and helping us. Here are the important things that we want you to know:* You enjoy coming to school and joining in the wide range of activities that your school offers you.* Your behaviour is good and you get on well with each other and with your teachers. * You work well together, especially in group activities, and are achieving well.* Your head teacher, staff and governors know your school very well and are working hard to make it even better.* You contribute well to your school community by being members of the School Council and to the wider community by your links with the school in Ghana.* Teachers and teaching assistants teach and look after you well. Some teaching and learning are outstanding.

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Text from letter to pupils explaining the findings of the inspection

These are the things that we think could be better:* You have improved your writing but we think that you could still do better.* We have asked your head teacher to involve teachers even more in improving your school. Yours sincerely, Beryl Richmond Lead Inspector

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