Petersgate Infant School

Inspection Report Petersgate Infant School

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116065 Unique Reference Number Hampshire LEA LEA 279738 Inspection number 12 October 2005 to 13 October 2005 Inspection dates Christopher Grove AI Reporting inspector

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

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Green Lane School address Infant Type of school Clanfield Community School category Waterlooville, Hampshire PO8 0JU 4 to 7 Age range of pupils

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02392593950 Telephone number Mixed Gender of pupils 02392571340 Fax number 164 Number on roll Mr Russ Daniel Chair of governors The governing body Appropriate authority Mr Philip Hunt Headteacher 16 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279738 12 October 2005 - 4 to 7 13 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 two Additional Inspectors.

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Description of the school

Petersgate is a smaller than average infant school, and over the last few years for demographic reasons its roll has fallen. It is situated in Clanfield, a village north of Waterlooville in Hampshire and most of the pupils come from the village. The majority of pupils are white British with small numbers from Asian-British backgrounds. The percentage of pupils who have learning difficulties is broadly average, and the percentage of pupils entitled to free school meals is low.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Petersgate Infant School, 12 October 2005 to 13 October 2005

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Grade: 3

Inspectors agree with the school's judgement that its effectiveness is satisfactory and that it provides satisfactory value for money. Pupils' personal development and well-being are good and the school ensures that pupils are cared for well. Their social skills and moral developments are outstanding. Parents have confidence in the school. Pupils' levels of achievement are satisfactory because teaching and learning are also satisfactory overall. The best classroom teaching is adventurous and ambitious and enhances pupils' learning. However, across the school, teachers are not using information from assessments consistently to plan work that meets all pupils' needs. As a result, the work for some pupils is not hard enough. In the Foundation Stage, the quality of provision is satisfactory and pupils' standards of work are broadly average. There are good links with outside agencies and parents that contribute to pupils'

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Grade: 3

learning. The school's leadership and management promote pupils' self esteem and enthusiasm for learning effectively so that attendance is excellent. Pupils are also enabled to contribute significantly to the community through the democratic processes of the school council. However, monitoring of teaching and learning is not rigorous enough to ensure all pupils learn at a fast rate. Progress since the last inspection has been satisfactory and the school has the capacity to improve further. Inattentive behaviour by some pupils is better managed. The presentation of work is neater and teachers' marking is more consistent. There are investigative elements in science teaching and information and communication technology is being used to support learning.

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What the school should do to improve further

* Raise the quality of teaching to the level of the best to enhance progress for all. * Use assessment information more effectively to inform the next steps in pupils' learning.

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Grade: 3

The school judges pupils' achievements and standards to be average and inspectors agree. When pupils enter the school, their attainment is broadly average, but there is some variation from year to year. In the Foundation Stage, children are working at levels appropriate to their age. They attain well and make good progress in personal, social and emotional development. In all other aspects of their work achievement is satisfactory. Standards in Year 2 are average. In the past, pupils have reached very good standards in writing and good standards in reading and mathematics. In the national tests in summer 2005, results were lower than in 2004, but were in line with the national 2 Inspection Report: Petersgate Infant School, 12 October 2005 to 13 October 2005 average. The school has analysed these results and recognises that fewer pupils reached the higher levels of attainment. This is due in part to more pupils with learning

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Grade: 3

difficulties in the year group. There is some evidence that boys outperform girls in mathematics, but girls do better than boys in reading and writing. The school has clear plans to deal with these issues. Pupils who are identified as having learning difficulties are achieving in line with their capabilities as they are supported effectively.

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Grade: 2

The personal development and well-being of the pupils are good. Most pupils behave well and inattentive behaviour is managed effectively. In the playground, pupils show respect and care for one another. They are courteous, and know how to keep themselves and others safe. Attendance is excellent. The pupils are very happy and enjoy coming to school. Pupils enjoy their 'Plan, Do and Review' time, which encourages them to make decisions about their work. This has a positive impact upon their self-esteem and enthusiasm for learning. They empathise with the feelings of others and delight in each others' achievements, for example, in assemblies. These factors give them a secure foundation for the world of work and their economic well-being. The promotion of pupils' health has a high profile. The school is involved in a project which emphasises the promotion of healthy foods and the provision for physical

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Grade: 2

activity. This contributes significantly to team building, and helps pupils to learn important skills for living in a democratic society. The school has rightly identified the need to extend the outdoor learning for pupils in the reception classes. Pupils take their responsibilities around the school very seriously. They deliver the registers to the office sensibly and look after those who are lonely outside in a really caring way. They have an active voice in shaping the school's direction through their school council. There are attractive displays around the school that value pupils' efforts and show how the school provides suitable opportunities for the pupils' cultural development through art, music and religious faiths. The children's spiritual development is good and is evident through all aspects of the curriculum and school life. Social skills, and moral development, are outstanding.

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Grade: 3

Inspectors confirm the school's view that the quality of teaching and learning is satisfactory overall. In the best lessons, teachers have high expectations of what pupils know and can do and enable them to learn at a good pace. In one English lesson, for example, challenging questioning allowed pupils to think carefully and reflect on what they had been learning before responding. The interactive whiteboards are used well to make learning purposeful. 3 Inspection Report: Petersgate Infant School, 12 October 2005 to 13 October 2005 This good teaching is not consistent throughout the school. The challenge of work and pace of lessons, though satisfactory, is not always strong enough to increase the rate at which pupil's progress. This is because information from assessments is not used sufficiently to inform the next steps in pupils' learning. On some occasions teachers do not plan well enough for pupils with learning difficulties, although support

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Grade: 3

staff provide good levels of assistance. The marking of the pupils' work is consistent, and praise offered motivates them to improve.

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Grade: 3

The curriculum provision for pupils, including those who have learning difficulties, is satisfactory. A strength of the curriculum in the Foundation Stage is the strong promotion of pupils' personal, social and emotional development. This gives them a good basis on which to build in future years. They develop independence and make decisions about their work. In Years 1 and 2, the staff have worked hard to provide a more creative and imaginative approach to the whole curriculum. For example, the use of 'Plan, Do and Review' helps pupils to think hard about their learning and the introduction of role-play areas is successfully enhancing pupils' language and social skills. The school uses the national literacy and numeracy strategies and national guidelines for other subjects adequately, but there needs to be a more rigorous monitoring of the outcomes. Good improvements have been made in science investigations and in

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Grade: 3

the use of information and communication technology since the last inspection. The school promotes pupils' needs to be safe and keep healthy through physical education and personal, social and health education. There is a stimulating range of lunchtime and after-school activities as well as educational visits and visitors enrich the enjoyment of learning.

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Grade: 2

The school provides good care and support for the personal and emotional development of pupils. This makes a major contribution to the warm and caring ethos which permeates the school. In addition, pupils are confident and happy to come to school, enthusiastic to learn. The annual reports to parents are thorough, detailed and celebrate the pupils' successes. Pupils are helped to develop their self-esteem well because adults know and support them effectively. Very good child protection procedures ensure the welfare and safety of pupils. There are good procedures to eliminate risks to pupils and adults. The supervision of the pupils at lunch and playtimes is very good. The wide range of activities provided engages pupils in healthy exercise and team-building skills. Parents and outside agencies are very supportive and are regularly involved in the work of the school, often enriching the curriculum. Their support is valued by staff

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Grade: 2

and pupils. Induction and transfer arrangements for pupils to the junior school are 4 Inspection Report: Petersgate Infant School, 12 October 2005 to 13 October 2005 good, and ensure that they are adequately prepared for the next stages in their education.

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Grade: 3

Leadership and management are satisfactory. The school is orderly and runs smoothly on a day-to-day basis. The leadership promotes pupils' moral and social developments very successfully. Pupils, whatever their background or ability are welcome in the school and encouraged to play a full part in all that it offers. The school has appropriate procedures for identifying its strengths and weaknesses and records these accurately. However, the monitoring of teaching and learning and use of assessment information is not rigorous enough to speed up the rate of pupils' progress. There has been a significant improvement in resources, including interactive whiteboards in all infant classrooms that makes learning interesting and purposeful. There is now a well-stocked library and this is supporting curriculum development effectively. The school has a good number of teachers and support staff who take good care of the pupils.

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Grade: 3

Many governors are new to the role. They are making a satisfactory contribution to the development of the school. They fully meet their statutory responsibilities, but do not yet hold the school fully to account for its performance. Good relationships exist with parents, as evidenced by the overwhelmingly positive support in the questionnaire responses. The school has the capacity to improve as all are determined to make the school better for the pupils. 5 Inspection Report: Petersgate Infant School, 12 October 2005 to 13 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: Petersgate Infant School, 12 October 2005 to 13 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 3 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 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 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 1 The attendance of learners NA 2 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 1 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 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 How effectively and efficiently resources are deployed to achieve value for money NA 3 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

Pupils Following our visit to inspect your school, we would like to tell you what we found. Firstly, we want to thank you, and your teachers, for your help during the inspection. These are the main things we found out:* Children enjoy coming to school, and their attendance is excellent* Teachers are good at making all the children feel part of the school * Most children behave well in school, and look after one another* Children know about eating healthy food and taking exercise, and keeping safe.* Teachers and other adults look after you very well indeed at school. * The Friendship Bench in the playground is a good idea by the school council. * Children in Year 1 and Year 2 like role-play work and enjoy Plan, Do and Review.* Children are getting more chances to do investigations in science and to use ICT* There is a good range of clubs and activities at lunchtimes and after school.* The library and the interactive

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Text from letter to pupils explaining the findings of the inspection

whiteboards in classrooms help you to learn well. There are some things which we think would help your school to do better: * Make sure that all lessons include work that challenges and interests you, whatever your ability Your sincerely Chris Grove, Lead Inspector Lead Inspector

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