Hetts Lane Infant and Nursery School

Inspection Report Hetts Lane Infant and Nursery School

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122496 Unique Reference Number NOTTINGHAMSHIRE LEA LEA 281281 Inspection number 2 March 2006 to 3 March 2006 Inspection dates Mr. Michael Best LI Reporting inspector

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

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Hetts Lane School address Primary Type of school NG20 0AS Community School category 3 to 7 Age range of pupils 01623842224 Telephone number Mixed Gender of pupils 01623845056 Fax number 216 Number on roll Mr.Brian Smith Chair of governors The governing body Appropriate authority Miss. Sarah Cahill Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 281281 2 March 2006 - 3 to 7 3 March 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 two Additional Inspectors

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Description of the school

The school is similar in size to other primary schools. Pupils come from in and around Warsop. Pupil mobility is low. Social and economic need is above the national average. Most pupils are from White British backgrounds and speak English as their first language. The attainment of children entering the Foundation Stage is below average. The overall proportion of children with learning difficulties is similar to the national average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hetts Lane Infant and Nursery School, 2 March 2006 to 3 March 2006

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Grade: 3

This is an improving school that provides good care and support for the children. Inspectors agree with the school's evaluation that, at present, its effectiveness is satisfactory. Standards are rising and the school's capacity for further improvement is good. It provides sound value for money. Children have positive attitudes to work and behave well. They enjoy good relations with each other and with adults, and are successfully involved in planning and developing the school. The school's curriculum focuses well on children's personal and social needs, and successfully promotes their interest and enjoyment. The school has strong links with parents and its other partners. The standards and quality in the Foundation Stage are satisfactory. Standards at the end of Year 2 are broadly similar to the national averages in reading, writing and mathematics. Achievement is satisfactory. The school has good procedures for tracking

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Grade: 3

children's progress but teachers' use of this information is not consistent. Children with learning difficulties often make good progress but more able pupils do not always achieve as well as they could. Teachers regularly share learning goals with learners, but these do not always have a sharp enough focus and the pace of some lessons is not fast enough. The clear and purposeful vision of the headteacher is successfully driving the school forward. Priorities for improvement are well chosen and effectively resourced. Many subject leaders have recently joined the school and are still developing their management roles. The governing body is supportive but its role in evaluating the school's work is underdeveloped.

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What the school should do to improve further

- Ensure that all pupils, particularly the more able, are consistently challenged. - Improve the pace and focus of lessons. - Develop subject leaders' skills in analysing achievement and monitoring teaching and learning. - Improve the role of the governors in evaluating the work of the school.

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Grade: 3

When they start in the Foundation Stage, many children have limited skills and experiences, particularly in language and communication. The proportion of children reaching the early learning goals by the start of Year 1 is slightly below expectations. Standards at the end of Year 2 in the 2005 National Curriculum assessments were broadly average. Results were higher in reading and mathematics than in writing. These results show good improvement on previous years and represent success in meeting the challenging targets set by the school. Achievement is satisfactory. Although girls do better than boys, the differences are not significant compared with other schools. Children make satisfactory progress as they move through the school. Those with additional learning needs often make good progress. Those learning English as an additional language make sound progress. However, children who have the capacity

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Grade: 3

to work at higher levels do not always achieve as well as they could. The school has 2 Inspection Report: Hetts Lane Infant and Nursery School, 2 March 2006 to 3 March 2006 rightly identified this shortcoming. Staff are improving their use of tracking and analysis of learners' performance to help children reach more challenging targets. Although the impact of this is starting to show through in learners' work, it is not yet consistent across the school.

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Grade: 2

Children say they thoroughly enjoy coming to school. They are keen to do well and have 'loads of friends'. Attendance is similar to the average for other primary schools, with some unauthorised absence. Throughout the school, positive relationships between adults and each other promote children's personal development well. Spiritual, moral, social and cultural development is good because the school places a strong emphasis upon developing children's self-esteem. Assemblies, class discussions and activities successfully extend children's spiritual awareness and their social skills, helping them to become increasingly thoughtful, sensitive and mature. Visits and visitors successfully promote their cultural development. Behaviour in and around the school is good and children know the consequences of breaking the rules. Children have a good understanding of the importance of healthy eating, regular exercise, and keeping safe.

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Grade: 2

They help each other in lessons and in the playground, and show a good respect for each other's views and property. Children successfully contribute to the school community. They confidently share their ideas in class and representatives regularly discuss these with the headteacher. Children much appreciate that their views are taken seriously and acted upon. Older children take their greater responsibilities in the school seriously, for example, by conscientiously acting as 'playground buddies'. Children's development of key skills in literacy, numeracy and information and communication technology is satisfactory.

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Grade: 3

The quality of teaching is satisfactory, reflecting the school's own evaluation. Teachers and support staff work well together to provide effective support for those with additional learning needs. Teachers have high expectations of children's behaviour. Learners are keen to succeed, and they respond promptly and positively to instructions. Homework is popular with children and parents alike, and is successfully helping to improve standards, especially in reading. Where teaching is good, staff use a good range of teaching styles and resources, including the interactive white board, to interest and stimulate learners. In such lessons, staff share specific learning objectives with learners and use questions effectively to check progress at the end of each lesson. They actively involve learners in reviewing their own progress, making choices and taking responsibility for their learning. Time is well used and there is a 'buzz' of

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Grade: 3

excitement as children make good strides in their learning. Where teaching is only satisfactory, the pace of learning is not fast enough throughout the lesson. Teachers 3 Inspection Report: Hetts Lane Infant and Nursery School, 2 March 2006 to 3 March 2006 do not always give learners, particularly the more able, a sharp enough understanding of what they expect them to achieve. The school has effective systems for assessing and recording learners' attainment and progress, but teachers do not consistently use this information to challenge learners, particularly the more able.

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Grade: 2

The curriculum in Years 1 and 2 is broad and balanced, and well enriched by creative activities. Shortcomings in religious education and physical education identified at the time of the previous inspection have been successfully resolved. The curriculum for children in the Foundation Stage is sound. Staff are working well to improve the balance between adult-led and child-chosen activities. Throughout the school, the curriculum takes good account of children's personal and social needs. Children's increased enjoyment of learning and improved good behaviour in lessons are contributing to rising standards. Teachers successfully plan interesting links between subjects and to harness children's creativity. They make good use of visits and visitors to widen children's knowledge and understanding. Specialist teaching in physical education is successfully helping children to develop a good range of skills and their

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Grade: 2

enjoyment of different activities. During the course of the school year, the school provides pupils with a good range of extra-curricular activities.

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Grade: 2

The school takes good care of the children. Daily routines are well established. Staff know children as individuals and support them well. Children feel safe in the school and are confident that they have an adult to go to if they have a problem. There are effective procedures in place to promote children's attendance, attitudes and behaviour. Child protection procedures and health and safety systems are robust. Children and parents benefit from the school's close work with many other professionals and increased links with parents and carers. There are good systems in place to record information about children's achievements and to track their progress as they move through the school. However, the school has rightly identified that teachers do not always make the best use of this information in their lessons. Children have individual targets for improvement and are becoming more certain about what to do to improve

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Grade: 3

The school enjoys the confidence and trust of parents and carers who recognise that their children are in safe hands. The headteacher leads and manages the school well. Her clear and purposeful vision for the development of the school is well focused on raising standards, and is enthusiastically shared by all staff. The headteacher and her deputy work well together. The school's priorities for improvement are ambitious but 4 Inspection Report: Hetts Lane Infant and Nursery School, 2 March 2006 to 3 March 2006 achievable because of the strong team spirit that is committed to success. Improved results in the statutory assessments in 2005 bear witness to the effective implementation of plans to raise adults' expectations of what children can achieve, and to make the curriculum more relevant to their needs. The school's self-evaluation gives an honest picture of its work, and takes sound account of the views of its

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Grade: 3

stakeholders. Good analysis of pupils' performance, together with effective monitoring of teaching and learning, by senior staff has successfully identified the way forward, particularly in raising the achievement of more able learners. After a period of change, the staff team is now stable. Many subject leaders are newly in post and are developing their management roles. The school has successfully addressed the issues identified at the previous inspection and its capacity for further improvement is good. Governors are supportive of the school. They have a satisfactory understanding of the school's strengths and weaknesses. However, their role in evaluating their work of the school is not sufficiently robust. The budget is effectively deployed, with reserves broadly within recommended levels. 5 Inspection Report: Hetts Lane Infant and Nursery School, 2 March 2006 to 3 March 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: Hetts Lane Infant and Nursery School, 2 March 2006 to 3 March 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 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 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 3 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 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 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 very much for making us so welcome when we visited your school recently. We really enjoyed hearing from you about all the exciting things you do in school. We are particularly pleased to see the success your ideas for improving lunchtimes and how well the playground 'buddies' carry out their duties; well done, everyone! We are impressed by your good behaviour and how well you get on with everyone in the school. As you say, you know the rules and stick well to them. Miss Cahill, your headteacher, runs the school well. She and the staff are working very hard to improve the school. They look after you well and give you a lot of support. To help you enjoy your learning more, they plan lessons that involve you more in practical work and invite experts in to help teach you physical education and history. We're delighted to hear how much you enjoy your homework and to see how much your reading is improving as a result.

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Text from letter to pupils explaining the findings of the inspection

Your teachers know how well you are doing but we would like them to use this information more to help you do as well as you could. We're pleased that you know your personal targets for improvement, but we would like your teachers to explain more clearly exactly what they want you to achieve in your lessons and so that you can learn to work faster and more effectively. Many of your teachers are new to the school. We want them to spend some time visiting other classes to see what you are learning about and how well you are doing. We also want the governors to find out more for themselves about how well the school is doing. From our discussions with you, we know that you will be pleased to help them find these things out. Keep working hard and enjoying school.

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