Chilworth CofE (Aided) Infant School

Inspection Report Chilworth CofE (Aided) Infant School

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125167 Unique Reference Number Surrey LEA LEA 281904 Inspection number 22 November 2005 to 23 November 2005 Inspection dates Barbara Atcheson AI Reporting inspector

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

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Dorking Road School address Infant Type of school Chilworth Voluntary aided School category Guildford GU4 8NP 4 to 7 Age range of pupils 01483562476 Telephone number Mixed Gender of pupils 01483453291 Fax number 80 Number on roll Mrs Patricia Allen Chair of governors The governing body Appropriate authority Mrs Jane Sweeney Headteacher 14 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281904 22 November 2005 - 4 to 7 23 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 one inspector.

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Description of the school

This is a small Voluntary Aided Church of England school. The majority of pupils are from a white British background. The number of pupils with a statement of special need is above the national average, but the number of pupils eligible for free school meals are below the national average. A small proportion of the pupils live in socio-economic circumstances that are lower than usually found. Attainment on entry is in line with national expectations. The present headteacher was appointed one year ago following a period of instability and there has been a recent change in staffing.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Chilworth CofE (Aided) Infant School, 22 November 2005 to 23 November 2005

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Grade: 2

This is a good school that provides a very happy and harmonious learning atmosphere. The school was judged an effective school at the time of the last inspection. Since the last inspection there have been two changes of headteacher and a change in staffing. This gave rise to a period of instability when standards declined. The present headteacher, supported by the governors and local authority has had a considerable impact upon the effectiveness of the school's provision. Together, they have an accurate view of what the school needs to do to improve. Governors are very well-informed and have a major impact on the life and work of the school. The school is well placed to continue its progress. It provides good value for money.Children in the Foundation Stage get a good start to their schooling. Attainment on entry is broadly in line with expectations. Pupils make good progress to attain standards that are above the national

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Grade: 2

average by the end of Year 2. A rigorous programme of monitoring and self evaluation has improved the quality of teaching and learning so that it is now good. Once checks on how pupils learn are rooted in everyday practice, pupils will have an even better idea of how to improve their work. Teachers must now implement a more systematic approach to assessment in science in order to improve standards. Subject leaders are new to their role. In order to become increasingly effective they must now gain a greater awareness of levels of attainment in their areas and take an active responsibility for raising standards. Attendance has improved and is now good. Pupils are well cared for and relationships are strong. The curriculum is good and has a positive impact on pupils' personal development. Parents are full of praise for a school that does so well for their children.

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What the school should do to improve further

* Develop the role of the subject leader * Ensure that the good practice of keeping a check on what pupils learn becomes rooted in everyday practice* Implement a more systematic approach to assessment in science in order to improve standards.

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Grade: 2

Achievement is good. Pupils' attainment when they start school is in line with national expectations. By the time they reach the end of Reception, they have made suitable progress and are in line to reach the goals expected. Standards have risen in the last year following a period of four years when the school experienced a decline. This is a direct result of improvements made to the quality of teaching and learning. Pupils at the end of Year 2 are attaining standards that are above the national average in reading, writing and mathematics. Pupils make good progress. Early identification of pupils who are underachieving and swift intervention to deal with the shortfall are having a consistently positive impact on standards. Effective provision for pupils with learning difficulties enables them to make good progress. 2 Inspection Report: Chilworth CofE (Aided) Infant School, 22 November 2005 to 23 November 2005

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Grade: 2

Pupils' personal development and well-being is good. The school is a happy community where pupils make notable progress. Pupils say 'everyone knows each other; it's like one big family'. They enjoy lessons and playtime, particularly the different activities that enhance their physical skills. Behaviour is good and the school strives to improve attendance which is good. Pupils' spiritual, moral, social and cultural development is good. They know their classroom rules and talk confidently about their special responsibilities. Pupils make good progress in learning about keeping safe and healthy. The school council gives pupils an influential voice and through it they develop responsible attitudes. They are particularly proud of the development of a quiet area in the playground. They consider the needs of members of the community and wider world issues well. They hold a grandparents day and invite local residents to the school

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Grade: 2

The quality of teaching and learning is good. Staff changes and a rigorous programme of monitoring and self evaluation have had a direct result on improving the quality of teaching and learning and pupils now make good progress.Teachers are now using assessment to plan what pupils need to learn next and to track and monitor pupils' progress. Once this becomes rooted in everyday practice, pupils will have an even better idea of how to improve their work. Teachers must now implement a more systematic approach to assessment in science in order to improve standards. Teachers now know how to challenge pupils of differing abilities. Initiatives have been successfully introduced to improve writing skills, especially for boys. Teachers manage behaviour very well, with a consistent approach. All support staff are very effective in working with groups and individuals to ensure they make appropriate progress. Good

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Grade: 2

quality displays, including many examples of collaborative work, value pupils' achievements and efforts.

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Grade: 2

The school offers a good curriculum which meets pupils' needs effectively. In the Foundation Stage a rich range of experiences covers all aspects of learning well. The curriculum is regularly reviewed and topics changed to meet the needs of the pupils. For example the introduction of a topic on castles together with a visit to Arundle Castle was fundamental in motivating boys' writing and improving standards. Individual progress is now checked rigorously and provision adjusted accordingly. Specialist provision for pupils with learning difficulties ensures pupils' needs are met effectively.Pupils clearly understand why they need to eat healthy food. A visit from 3 Inspection Report: Chilworth CofE (Aided) Infant School, 22 November 2005 to 23 November 2005 'Freddy Fit' provided a memorable and an enjoyable learning experience. Pupils learn how to keep safe. Several visits and visitors and a good number of out of school clubs

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Grade: 2

such as Spanish, football and choir contribute well to pupils' enjoyment and achievement.

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Grade: 2

The school provides good care, support and guidance for its pupils. This contributes effectively to their enjoyment in school and the progress they make. One parent says 'All the staff are very caring and concerned for the children's welfare and make a huge effort to make sure that children settle in well to the school environment'.Pupil confidence is clearly illustrated through the work of the school council. They are well aware of what makes a healthy lifestyle and where to seek help if they have a problem.Very strong support is provided for pupils with learning difficulties because all are well known to staff. Close links with relevant agencies help provide good support for vulnerable pupils. Occupational therapy helps pupils who need to develop their physical skills. This leads to increased confidence and helps them make good progress. Underachievement is quickly spotted and action taken, for instance in exploring the

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Grade: 2

Leadership and management of the school are good. Since the last inspection there have been two changes of headteacher. The present headteacher, supported by the governors and local authority, has had a considerable impact upon the effectiveness of the school's provision. Together, they have an accurate view of the school and what it needs to do to improve even further. Governors are very well-informed and have a major impact on the life and work of the school. The school development plan has proved to be a sharp tool for consistent improvement. It is monitored and evaluated. Initiatives are firmly underpinned with good quality training. As a result the quality of teaching and learning has improved. Tracking and monitoring of the progress that pupils make and a fast response to alter provision accordingly has resulted in an increased rate of progress and standards have risen.The headteacher has successfully

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Grade: 2

created a common sense of purpose among staff and a unremitting campaign to raise standards and promote the well-being of all pupils. Good links with parents and outside agencies support the work of the school. Subject leaders are new to their role. In order to become increasingly effective they must now gain a greater awareness of levels of attainment in their areas and take an active responsibility for raising standards. The reorganisation of classes within the building has made the best use of the school's facilities. Resources are good and used effectively, in particular the new information and communication technology equipment which enhances the pupils' learning. 4 Inspection Report: Chilworth CofE (Aided) Infant School, 22 November 2005 to 23 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. 5 Inspection Report: Chilworth CofE (Aided) Infant School, 22 November 2005 to 23 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 3 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 very much for making me so welcome when I visited your school, especially those of you who came to talk to me. I thought you would like to know what I liked about your school and how I thought it could get even better. * your school is a very happy caring school* your teachers and teaching assistants work very hard to care for you, everyone is valued* they work very hard to make sure that you get the sort of help you need to help you learn* your headteacher runs the school well* you behave well and know your class rules and how to keep safe and stay healthy. These are the things that I have asked the school to make it even better.* I have asked your teachers to keep a regular check what you are learning, how fast you are learning and how you might be able to learn even more * I have asked the teachers to keep a check on what you are learning in science so that they can help you learn even more in science* teachers in charge of

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Text from letter to pupils explaining the findings of the inspection

subjects are always looking for ways to help you learn more and will be doing more of this in the near future. Thank you once again for looking after me so well on my visit. Mrs Barbara Atcheson Lead Inspector

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