Maun Infant and Nursery School

Inspection Report Maun Infant and Nursery School

p.1

122667 Unique Reference Number NOTTINGHAMSHIRE LEA LEA 281320 Inspection number 6 July 2006 to 7 July 2006 Inspection dates Mr. Michael Best AI Reporting inspector

p.1

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

p.1

Walesby Lane School address Primary Type of school NG22 9RJ Community School category 3 to 7 Age range of pupils 01623 860773 Telephone number Mixed Gender of pupils 01623 862075 Fax number 217 Number on roll Mr.Tom McLafferty Chair of governors The governing body Appropriate authority Mrs. Mary Haig Headteacher 4 October 1999 Date of previous inspection

p.1

Inspection number Inspection dates Age group 281320 6 July 2006 - 3 to 7 7 July 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by two Additional Inspectors.

p.3

Description of the school

The school is similar in size to other primary schools. Pupil mobility is below average. The proportion of pupils learning English as an additional language is below average. The attainment of pupils entering the Foundation Stage is below average. The proportion of pupils with learning difficulties or disabilities is above the national average, but very few have a statement outlining their needs.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Maun Infant and Nursery School, 6 July 2006 to 7 July 2006

p.3

Grade: 2

This is a good school that cares well for its pupils. Inspectors agree with the school's view of its effectiveness. Pupils' achievement is good. The quality of provision and standards in the Foundation Stage are good. When they start in the Nursery, many children have limited skills and experiences, particularly in speaking and listening. At the end of Year 2, standards in reading, writing and mathematics are broadly average. Evidence clearly demonstrates that these pupils have made good progress through the school, many from very low starting points. Pupils' personal development is good, reflecting the school's effective provision for their care, support and guidance. Pupils are well prepared for the next stage of their education. However, the attendance of a small but significant number of pupils is not good enough, and the school's efforts have not sufficiently raised parents' understanding of the importance of their children's

p.4

Grade: 2

good attendance. The quality of teaching and learning is good. Expectations are high, lessons well prepared to meet pupils' needs, and working relationships strong. However, more can be done to foster pupils' independence in learning. The good quality curriculum is exciting and fun. The school is well led and managed. Priorities for improvement reflect a good evaluation of the school's strengths and shortcomings, and governors and the entire staff team actively support them. Improvement since the last inspection has been good and the school's capacity to further improve is also good. It provides good value for money.

p.4

What the school should do to improve further

- Continue to raise pupils' achievement by increasing the opportunities for them to work independently. - Improve attendance, particularly for the significant minority of pupils who are absent too often.

p.4

Grade: 2

Although many are still working towards the early learning goals for children at the end of the Reception year by the time they move to Year 1, children in the Foundation Stage make good progress from low starting points, particularly in their language and communication and personal and social skills. Results in the 2005 National Curriculum Key Stage 1 assessments were broadly average in reading and mathematics, and above average in writing. Over time, results in mathematics have been steady; results in reading have improved, and there have been significant improvements in writing, particularly for boys. Standards in the current Year 2 are broadly average. In mathematics they are similar to the previous year but lower in reading and writing. This group includes a high proportion of pupils with learning difficulties or disabilities; when they started in the Nursery, many children's skills and experiences were well

p.4

Grade: 2

below the local authority average, particularly for the boys. Achievement is good. The school sets challenging targets for pupils to achieve by the end of Year 2 and carefully tracks their progress towards these. Comprehensive evidence, backed by local authority 2 Inspection Report: Maun Infant and Nursery School, 6 July 2006 to 7 July 2006 monitoring and analysis, clearly shows that pupils, including those with additional learning needs, make good progress as they move through the school.

p.4

Grade: 2

The school places a very strong emphasis on supporting pupils' personal development and well-being. It makes good provision for pupils' spiritual, moral, social and cultural development through a creative approach to the curriculum, and the school's high expectations of behaviour. Pupils enjoy school and develop good attitudes to learning because the school recognises and rewards their efforts. All adults act as very good role models and lessons and other activities are fun. Pupils behave well, and work and play together harmoniously. The attendance of most pupils is satisfactory. However, the well below average attendance of a significant minority means that these pupils miss valuable opportunities to learn and develop their personal skills. Pupils have a good understanding of how eating a balanced diet and taking exercise will help them stay healthy. They know what to do to keep themselves safe, and support each other

p.5

Grade: 2

well. Pupils have good opportunities to take responsibility and contribute to the school and the wider community, for example, by acting as a school councillor or playground buddy. Pupils' good achievement in literacy and numeracy, and the confidence they develop, prepare them well for the next stage of their education and for later life.

p.5

Grade: 2

Pupils rightly say that classrooms are exciting places in which to learn. Teaching and learning are consistently good and some aspects have outstanding features. Classroom assistants provide valuable support for pupils. Staff have a very good understanding of how young children learn and are effectively developing links between subjects and areas of learning. Staff manage pupils well. Their expectations of pupils' work are high and well informed by comprehensive assessment information. Staff share and regularly refer to learning intentions at the start of and during lessons, and, in the closing session, invite pupils to comment on how well they have got on. Pupils have a good understanding of what they need to do to improve. In the Nursery, adults' encouragement for pupils to work independently is particularly successful. This practice is developing in other year groups but, occasionally, some staff give pupils too much

p.5

Grade: 2

direction in their learning. Assessment procedures are very rigorous and provide the school with precise and comprehensive information about each pupil's attainment and progress. Reports to parents are detailed and include targets. Staff have detailed and an accurate knowledge of what pupils know and can do. The use of this information to inform the next steps in pupils' learning is a strength. 3 Inspection Report: Maun Infant and Nursery School, 6 July 2006 to 7 July 2006

p.5

Grade: 2

The school provides a relevant and creative curriculum that pupils find stimulating and fun. Pupils say they really enjoy the good range of visits they go on and the clubs they attend because they help them learn. The range of activities provided is good and contributes very well to their social and cultural development, and to their health and well-being. Children in the Nursery have particularly good opportunities to develop their independence and make choices but this aspect of curriculum planning is still developing in other year groups. Good links are made between subjects. This gives pupils a purpose for their learning and provides them with the opportunity to practise basic skills, such as writing and using a computer. In lessons, pupils are encouraged to discuss their ideas and work together. This helps them to improve their speaking and listening skills, extend their vocabularies, and learn how to work effectively as a

p.6

Grade: 2

The school cares for pupils very well because procedures to ensure their health and safety are robust, known by all staff and consistently implemented. Pupils feel safe and supported, and value the way their achievements are celebrated. Based on trust and mutual respect, relationships in the school are good. This helps pupils to feel special, and their self-esteem and confidence develop well. Detailed assessment procedures and the skills of the staff ensure that pupils are guided and supported well in all aspects of their development. Working closely with outside agencies and parents enables the school to provide all pupils with good support so that they achieve well. Productive links with other schools ensure that pupils transfer confidently to the next stage of their education. Teachers work very hard to ensure that all pupils make the progress of which they are capable. However, more could be done to make sure parents

p.6

Grade: 2

are fully aware of how their children's progress at school can be affected by their level of attendance.

p.6

Grade: 2

Leadership and management are good. The headteacher's strong leadership is successfully driving the school forward. Her clear and purposeful vision is well focused on pupils achieving the best they can in all aspects of their learning. She is supported by a hardworking and committed deputy headteacher and staff team, who are keen to take on responsibility and share good practice. Subject leaders are successfully developing their roles and effective monitoring of teaching, learning and standards is securing improvement. This is particularly evident in the development of pupils' writing, assessment procedures and the Foundation Stage curriculum. The provision for pupils with learning needs or disabilities is very well managed. The school has made good progress in resolving the issues identified in the last inspection report and has good 4 Inspection Report: Maun Infant and Nursery School, 6 July 2006 to 7 July 2006

p.6

Grade: 2

capacity for further improvement. Through rigorous assessment and tracking procedures, the leadership sets challenging targets and clearly demonstrates the positive contribution of teaching and learning in pupils' good progress. Self-evaluation procedures are effective. The school has good regard for the views of all connected with it. Staff and governors actively promote the school's challenging but achievable priorities for development, and pupils and parents value improvements. Learning resources are of high quality, with good use made of interactive whiteboards. The well-maintained accommodation has been well adapted to meet current needs. Daily routines are well established and effectively managed. The governing body has a good understanding of the school's strengths and weaknesses because governors are closely involved in evaluating the school's work. The budget is wisely spent, with reserves

p.7

Grade: 2

within recommended levels. 5 Inspection Report: Maun Infant and Nursery School, 6 July 2006 to 7 July 2006 .

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Maun Infant and Nursery School, 6 July 2006 to 7 July 2006

p.8

Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

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

p.9

Achievement and standards

NA 2 How well do learners achieve? NA 3 The standards 1 reached by learners

p.9

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

p.9

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

p.9

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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

p.10

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

p.10

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

p.10

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

p.10

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

p.10

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 last week. We really enjoyed hearing about all the interesting things you do at school. We congratulate you on your hard work in lessons and your good behaviour. We are impressed by how you have contributed your ideas about health and exercise to designing the new playground. You say that learning is fun at Maun and, from visiting your lessons and looking at your work, we certainly agree with you! We are very pleased that you make good progress. Your teachers keep a close eye on how well you are doing and give you extra help when you need it. They set you targets and share with you what you are going to learn in lessons. You know what you need to do to improve, and many of you are getting really good at making choices and taking decisions about your work. This is great, and we think you would all benefit from more chances to learn

p.11

Text from letter to pupils explaining the findings of the inspection

in this way. With the help of staff and governors, Mrs Haig runs the school well. They all want you to do as well as you can, and they work hard to make the school a bright and exciting place. You told us how much you enjoy coming to school. Most of you come to school regularly but there are quite a number of you who have too many days off, sometimes when you are not poorly. We have asked Mrs Haig and the staff to work closely with your parents and family members to ensure that you do not have any more time off school than you need. We hope you have a safe and enjoyable summer holiday. Do keep working hard and enjoying school.

p.11