Bramble Infant School and Nursery

Inspection Report Goldsmith Infant School

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116182 Unique Reference Number Portsmouth LEA LEA 279765 Inspection number 21 November 2005 to 22 November 2005 Inspection dates George Rayner AI Reporting inspector

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

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Bramble Road School address Infant Type of school Southsea Community School category PO4 0DT 4 to 7 Age range of pupils 02392828604 Telephone number Mixed Gender of pupils 02392828604 Fax number 109 Number on roll Mrs Share D'All Chair of governors The governing body Appropriate authority Mrs Alison L Spittles Headteacher 8 November 1999 Date of previous inspection

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Inspection number Inspection dates Age group 279765 21 November 2005 - 4 to 7 22 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 an additional inspector.

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Description of the school

Goldsmith is much smaller than most schools and is located in an inner city community. The area is one of mixed housing and commercial property, including a high level of student accommodation. Many pupils travel from areas outside the immediate locality. The socio-economic circumstances are broadly average. The proportion of pupils from different ethnic groups is similar to that usually found in most schools, although the percentage with a first language other than English is higher. The proportion with learning difficulties is below average. There is after-school care provision, on the site, but run independently. This was inspected separately, at the same time as the school.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Goldsmith Infant School, 21 November 2005 to 22 November 2005

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Grade: 2

While the school has correctly judged most areas of its provision and performance as good, its self-critical approach led it to consider its overall effectiveness as satisfactory. The inspection found that it was good. This is strongly endorsed by parents who, in the questionnaire and additional comments, showed very positive opinions about the school and their children's progress. The school judges quality and standards in its Foundation Stage to be good. The inspection confirms this. Achievement is good in both the Foundation Stage and Years 1 and 2 and standards have improved well since the last inspection. An important factor is pupils' good personal development that helps them to be better learners. Teaching and learning are good. Well planned, stimulating, lessons encourage pupils to enjoy learning and work willingly. The good pace of learning and management of pupils' behaviour found in many lessons is not

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Grade: 2

consistent in all classes. The curriculum is good and the school cares well for pupils. There is a need to improve the way in which assessment information is used to track and support progress. Leadership and management are good and have secured improvement in standards. The school provides good value for money and its capacity for further improvement is also good.

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What the school should do to improve further

* Continue to improve the consistency of teaching so that the pace and quality of learning in all lessons matches that of the best.* Further improve the way in which assessment information is used to track and support progress.

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Grade: 2

Children enter the Foundation Stage with standards that are a little lower than average, because many have weaknesses in literacy. They make good progress towards all their learning goals. Strong emphasis on personal development through effective teaching of social skills and the provision of frequent opportunities to work with others and make choices about their work, plays an important part in children's achievements. This good progress allows most children to enter Year 1 with standards expected nationally at the end of the reception year. Achievement continues to be good and, by the end of Year 2, standards are above average in reading, writing and mathematics. The emphasis on personal development continues to be a key factor in good learning. Lessons proceed at a good pace as pupils listen attentively and follow instructions responsibly. Effective action taken by the school has brought about improvement in

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Grade: 2

pupils' achievement and standards. In 2004, the Year 2 assessments showed reading and mathematics to be above average, but writing was below average. By concentrating on improving writing skills, teachers improved pupils' performance significantly in 2005. Current work shows that standards in writing are good. Pupils in all groups achieve as well as each other. Those with learning difficulties and with a first language 2 Inspection Report: Goldsmith Infant School, 21 November 2005 to 22 November 2005 other than English benefit from good individual support, to also achieve well. Standards and pupils' rates of progress have improved well since the last inspection.

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Grade: 2

The school provides good personal development. It has a strong commitment to pupil's personal development and well-being, because it makes a significant contribution to their academic performance. Parents say they value this highly. Most pupils show their positive attitudes by good attendance and very good behaviour. They willingly talk about the things that they do in school and how much they enjoy them. Pupils' social and moral development are very good and make a strong contribution to their personal development. The school and class councils provide good learning about the electoral process and opportunities for pupils to discuss and help with important school matters. For example, they recently suggested ideas for colour schemes during the school's redecoration. A group of pupils said that one of the things they liked best was that they have so many good friends here. This illustrates the success of one of the key

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Grade: 2

parts of the school's moral code, to be a good friend. Spiritual and cultural development are good. Pupils are often asked to think about for example, what it means to others if they are a good friend. They celebrate Christian festivals and those of other religions and during the past year, have learned about the traditional dances from other cultures.Pupils say they are given good advice on healthy eating and show good knowledge of healthy foods and those they should be cautious about so they can make healthy choices. The community police officer visits often to guide children on road safety. Pupils have good opportunities to contribute to community life. They collect money for charities, help children in the neighbouring nursery school with their reading and invite them to school productions. They enjoy taking part in community carol singing and the annual Summer Festival.

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Grade: 2

Teaching makes a good contribution to achievement. In most lessons, well planned activities and efficient management of pupils ensure they learn at a good rate. There is a good mix of whole-class and small group activities. Pupils often have opportunities to work independently and are also encouraged to help each other. Interesting tasks engage pupils, so that they work willingly and productively. Teachers emphasise the importance of following rules about listening well and following proper procedures for contributing to discussions. In most lessons, this contributes effectively to the development of pupils' social skills and the effectiveness of learning. The school's checks on the quality of teaching have identified areas that need to be improved. Inspection evidence shares the school's view that in some lessons the pace of activities is slower and pupils do not get on quickly with their work. Monitoring records show

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Grade: 2

that there has been improvement over time, but there is still work to be done to ensure 3 Inspection Report: Goldsmith Infant School, 21 November 2005 to 22 November 2005 that all teaching and learning is consistently at the level of the best. Teachers use interactive whiteboards well to provide stimulating presentations and involve pupils in learning new things.

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Grade: 2

The curriculum is good. In the Foundation Stage all key areas of learning are provided for well. Pupils in Years 1 and 2 are taught in mixed age classes and because teachers are careful to cater for the needs of children in each year, this arrangement provides effective learning. Pupils work in groups set by ability for literacy and numeracy. This effectively helps those of all abilities to make good progress. The school has judged, validly, that most pupils currently benefit from working with a stable group for these subjects.Pupils enjoy the good range of extra curricular activities that enrich the curriculum. These include music workshops, clubs for dance, skipping, and French, as well as opportunities to play football and tag rugby. The development of information and communication technology (ICT) resources and the school intranet is well managed. This puts the school in a good position to develop ICT across the curriculum, and most

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Grade: 2

subjects have ICT activities in their planning.

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Grade: 2

Care, guidance and support are good overall. The school is proud that it makes the most of its small size to create a â āÕvillage school feel within a cityâāŒ. As a result it is successful in creating a very secure, happy, community. During the inspection, several parents wrote about how happy their children are at the school. A breakfast club is provided for parents who need to leave their children at the school before the start of normal lessons. Safety procedures comply with requirements and are clear to all. Most staff are trained in first-aid. Effective links with the neighbouring nursery school and local junior schools ensure effective transfer.Assessment provides generally good guidance to pupils on how well they are doing. Teachers mark pupils' work carefully. The school is aware that there is a need for further improvement in the way it uses assessment information to track pupils' progress over the longer term. It is developing

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Grade: 2

computer based systems to give all teachers the information that they need in a more useful form.

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Grade: 2

The school is well led and managed. The headteacher provides very clear and effective leadership. She is supported well by the deputy headteacher and colleagues at all levels. The school has effectively improved the way in which its purpose is shared by very clearly defining the role of all members of staff. Significant strengths are willingness to be self-critical and to listen to views of other stakeholders, including staff, governors, parents and pupils. Parents are strongly appreciative of how well the 4 Inspection Report: Goldsmith Infant School, 21 November 2005 to 22 November 2005 school seeks and welcomes their views. These qualities have underpinned the successful drive to improve standards, which demonstrate the good capacity for further improvement.Procedures for monitoring teaching and learning are well organised. The school uses the findings effectively to make improvements. Recently teachers' skills

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Grade: 2

in teaching writing were enhanced resulting in a rise in standards. The school makes good use of consultants and advisers, with the result that strategies for improvement are well focused and effective.Governors provide good support. They have worked with commitment to improve the organisation of their committees, allocation of responsibilities and their expertise and confidence. As a result, they have equipped themselves to be effective 'critical friends' and support much of the school's development, rather than just approving it. Financial expertise on the governing body is ensuring efficient financial management. 5 Inspection Report: Goldsmith Infant School, 21 November 2005 to 22 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: Goldsmith Infant School, 21 November 2005 to 22 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 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 2 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 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 being so friendly and helpful when I visited your school. I really enjoyed my visit. I found that you are taught well and that you work hard. Because of this, you do well in all of your subjects. In the past, your writing was not as good as your reading. The teachers are very pleased that you are now much better at writing interesting stories. Important reasons why you do so well are that you behave well, pay good attention and act in a grown up way. This helps the teachers a lot, because they can get on with the lesson, without having to stop to tell pupils off. There are a few times when some children forget to put their hand up and call out answers instead, but I know that you are all trying hard to be even better at waiting your turn. Lots of you told me that you really enjoy being at school and think it is a very happy place. You all try to be good friends to each other. This pleases the teachers, because they think that

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Text from letter to pupils explaining the findings of the inspection

being a good friend is very important indeed. Your parents and the other grown-ups who look after you at home told me that they are very pleased that you are so happy in school. The headteacher and teachers know what they have to do to make things even better. They are working together to make all lessons as good as the best ones and to be better still at telling each other about what help you need to be even more successful. Well done to you all. George Rayner Lead inspector

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