Waterthorpe Infant School

Inspection Report Waterthorpe Infant School

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107064 Unique Reference Number Sheffield Local Authority 287700 Inspection number 1 March 2007 Inspection date Rosemary Eaton Reporting inspector

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

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Thorpe Drive School address Primary Type of school Waterthorpe, Sheffield Community School category South Yorkshire S20 7JU 3 °7 Age range of pupils 0114 2484943 Telephone number Mixed Gender of pupils 0114 2511846 Fax number 187 Number on roll (school) Mr D Bradford Chair The governing body Appropriate authority Mrs H Stokes Headteacher 2 July 2001 Date of previous school inspection

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Inspection number Inspection date Age group 287700 1 March 2007 3 °7 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

This is a smaller than average primary school. In 2005 it amalgamated with a local nursery. The proportion of pupils with learning difficulties and/or disabilities is above average. A significant proportion of pupils are from socially disadvantaged areas. The number from minority ethnic backgrounds is very small. The school holds the Artsmark Silver award and Quality Mark and has Healthy Schools status. It offers extended school provision including daycare, a breakfast club, holiday play scheme and cr ßche facilities, plus adult education and family learning programmes.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Waterthorpe Infant School, 1 March 2007

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Grade: 2

This is a good school with outstanding features. Parents describe it as 'warm and friendly', and these characteristics contribute to pupils' outstanding personal development. From their earliest days in the Nursery, children are taught to play together and share. Throughout the school, pupils are happy and confident, keen to be as independent as possible. Opportunities to take on responsibilities are seized enthusiastically. For instance, the school council is inundated with applications from pupils who want to be monitors in charge of lost property, setting up assemblies and so on. 'Playground buddies' are remarkably mature and perform a valuable role in helping to ensure that playtimes are safe and fun for everyone. Pupils are justifiably confident that 'Teachers look after you' because the care, guidance and support provided are all extremely good. Staff work together to cater very successfully for all

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Grade: 2

aspects of each pupil's well-being. This means, for example, that pupils know what they need to do in order to make their work better. When they join the Nursery, many children's skills are below those expected for their age. The good progress children make in the Foundation Stage continues during Key Stage 1 and standards are broadly average at the end of Year 2. Results are better in mathematics than in English, and writing is the least successful element, because pupils find it so difficult. Pupils' achievement is good because they are taught well. Teachers are adept at choosing interesting activities that motivate pupils to try hard. Work is usually well suited to what pupils need to learn next, but occasionally there is not enough extra challenge for the most able pupils. One of the things that the pupils like best about the school is that they have plenty of time for both play and work. This variety is a key reason why the curriculum is exceptionally good. All aspects of learning

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Grade: 2

and personal development are planned meticulously, helping to explain why pupils become such well-rounded individuals. They are very proud, for instance, of the work they produce regularly with established artists. Extremely effective partnerships such as these significantly enhance learning opportunities and the care provided for pupils. The school is well led and managed. The headteacher's own first-rate leadership has been pivotal in the school's good improvement since the previous inspection. There are very effective systems to monitor all aspects of its work, for example, the quality of teaching. These provide an accurate picture of the school's strengths and the areas needing further development. The school was reluctant to describe aspects of its own performance as 'outstanding' and so some of its judgements are too modest. It provides good value for money and is well-placed to improve further and continue to enjoy the

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Grade: 2

wholehearted endorsement of pupils and their parents.

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What the school should do to improve further

• Raise standards in reading and writing. • Ensure that higher attaining pupils are consistently challenged to achieve their potential. 2 Inspection Report: Waterthorpe Infant School, 1 March 2007

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Grade: 2

Many children join the Nursery with skills below those typically expected, especially in language and social development. They make good progress during the Foundation Stage, particularly in personal, social and emotional development. However, fewer achieve the expected levels in communication, language and literacy than in other areas of learning, because children's limited language skills slow down their learning. Standards at the end of Key Stage 1 are rising. In 2006, the school's national test results were broadly average, even though over one quarter of the Year 2 pupils had learning difficulties and/or disabilities. More pupils reached the higher level in mathematics than in reading or in writing. All boys and girls, including those from minority ethnic backgrounds or with learning difficulties and/or disabilities make good progress and achieve well. They regularly meet or exceed their individual targets.

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Grade: 1

Pupils are very clear about what they need to do in order to be healthy. They enjoy their daily fruit and take part energetically in physical education and playground games. Pupils learn to take some responsibility for their own safety, for example when crossing roads. They know that strangers should be viewed with caution. Class councils provide opportunities for all pupils to voice their opinions; for instance, about what resources should be purchased for the playground buddies. Pupils are quite justified in saying, 'We do lots of jobs.' They develop a very clear awareness of the needs of others. They are certain that 'If people fall down, we help them up' and they contribute regularly to varied charities. Pupils behave well, in lessons and around school. Attendance is good for children of this age, although family holidays have a significantly adverse impact on rates of absence. Assemblies make very strong contributions to pupils'

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Grade: 1

outstanding spiritual, moral, social and cultural development. Understandably, parents comment that the skills and confidence pupils develop help them to transfer smoothly to junior school.

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Grade: 2

Pupils are emphatic that they 'learn a lot'. They know this because teachers make the purpose of lessons clear and marking shows pupils what they have done well and what could be improved. Questions are often used very effectively to encourage pupils to think hard and structure their ideas. Pupils' responses help teachers to gather information about how each one is learning. Such day-to-day assessment is especially good in the Foundation Stage. Lessons mostly meet the needs of all pupils well, but those who learn fastest are not always given opportunities to move that bit further 3 Inspection Report: Waterthorpe Infant School, 1 March 2007 ahead than others. For instance, all pupils may have the same writing task, with the expectation that they will all produce the best work they can. This approach leaves too much to chance. Teaching assistants make important contributions to pupils' learning, especially for those with learning difficulties and/or disabilities.

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Grade: 1

Pupils are regularly presented with exciting activities which stimulate their learning. For instance, they are currently creating animated films, using information and communication technology (ICT) and providing a thrilling context for writing. Because subjects are linked together so well, pupils consolidate what they learn and this has a very positive impact on their achievement. There is a very strong and relevant focus on literacy and numeracy, with personal, social and emotional development promoted consistently during the Foundation Stage. In the Nursery, the outdoor environment is used particularly well. For example, on a windy day, staff seized the opportunity for children to make and fly kites. Outstanding partnerships with the community and other schools enrich pupils' experiences, providing coaching in physical education, for instance. Clubs, visits and visitors are wide-ranging, hugely enjoyable, and enrich

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Grade: 1

pupils' learning and personal development exceedingly well.

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Grade: 1

The school does all it can to ensure that pupils are safe. For example, child protection procedures are very secure and effective. Pupils themselves feel safe in school and know that they can talk to staff about any concerns. Pupils with learning difficulties and/or disabilities are supported very well, so they make the same good progress as others. Help from a variety of agencies is sought whenever necessary. Efforts to reduce absence are unremitting and attendance has improved significantly as a result. Many opportunities are provided for parents to be involved in their children's learning, from helping with reading to attending courses on topics such as ICT. One parent understandably commented that the school cares for 'children and their parents'. Assessment information is used very effectively by senior staff to identify children whose learning needs an extra boost, for example from more help with spelling.

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Grade: 2

The headteacher's very high aspirations for the school are communicated unambiguously to all staff. They share her determination to enable pupils to achieve as well as possible and to enjoy their time in school. When monitoring reveals areas needing improvement, for example pupils' writing, carefully considered programmes and approaches are established. As a result, standards are rising. Changes in subject leadership and within the governing body mean that some teachers and governors are still developing their expertise and confidence. Governors are committed to the school, 4 Inspection Report: Waterthorpe Infant School, 1 March 2007 have high expectations and are well informed. They provided valuable support during the school's amalgamation with the nursery, which was managed very well. 5 Inspection Report: Waterthorpe Infant School, 1 March 2007 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Waterthorpe Infant School, 1 March 2007

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Inspection judgements

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

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 2 The attendance of learners 1 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

1 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 Inspection Report: Waterthorpe Infant School, 1 March 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 Inspection Report: Waterthorpe Infant School, 1 March 2007

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Text from letter to pupils explaining the findings of the inspection

Thank you for being so helpful when I visited your school. I really enjoyed meeting you and talking to you about your school. This letter is to let you know what I found out about the school. You told me how happy you are at school. It was lovely to see you all working and playing together so sensibly. I was very impressed by the playground buddies, the monitors and the school council members. You are doing your jobs very well and helping the other children and your teachers. Well done! You said that you feel safe in school. This is because the staff look after you very carefully indeed. I could see that you have lots of exciting things to do, because the walls are full of your work. Your art work is brilliant! You learn a lot. You do better in numeracy than in literacy, and I've asked the teachers to keep trying to help you improve your writing and reading. Sometimes, the fastest learners don't have

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Text from letter to pupils explaining the findings of the inspection

hard enough work to do. I want your teachers to make sure that you all have to try hard in every lesson. You can help your teachers by always doing your best and by telling them if things are too easy. Your mums and dads think you go to a good school and I agree with them. I think it will get even better, because your headteacher and all the teachers and helpers work so hard and have such good ideas. Best wishes to you all. 9 Inspection Report: Waterthorpe Infant School, 1 March 2007

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