Hamp Nursery and Infants' School

Hamp Nursery and Infants' School Inspection report

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123681 Unique Reference Number Somerset Local Authority 292747 Inspection number 16 °17 May 2007 Inspection dates David Curtis 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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Infant Type of school Community School category 3 °7 Age range of pupils Mixed Gender of pupils Number on roll 208 School

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The governing body Appropriate authority Glenys Warlow Chair Pat Jordain Headteacher 22 April 2002 Date of previous school inspection Rhode Lane School address Bridgwater TA6 6JB

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01278 422012 Telephone number 01278 431264 Fax number

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3 °7 Age group 16 °17 May 2007 Inspection dates 292747 Inspection number .

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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 of average size. Twenty children attend the Nursery in the mornings, and a similar number attend each afternoon. At the end of Nursery, up to one third transfer to other schools. At the start of Reception, children from the Nursery are joined by others from a wide range of pre-school experiences. Seven pupils are at the early stage of learning English. The proportion of pupils with learning difficulties and disabilities in Years 1 and 2 is well above the national average. Children start school with standards which are significantly below expectations, especially in early language skills and personal development. Many come from disadvantaged backgrounds.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007

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Grade: 2

'I just love everything about this school', is the view of one Year 2 pupil, which would be echoed by many more in this good school with outstanding features. The most immediate and striking feature of the school is the outstanding personal development and well-being of pupils. From their very first day in Nursery or Reception, children enjoy school and want to learn. Excellent provision in the Nursery and good provision in Reception gives children a really good start to school. They make good progress in their learning and, although many do not quite reach the goals they are expected to reach, this represents good achievement from their starting points. In the Foundation Stage and in Years 1 and 2, behaviour is exemplary. In lessons, pupils listen attentively and show impressive levels of concentration. They often are bursting to answer questions and to use the interactive whiteboard. Pupils are prepared exceptionally well socially

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Grade: 2

for their future economic well-being and rising standards mean that their academic preparation is improving year on year. By the end of Year 2, standards are below average in reading, writing and mathematics, but they are improving. Standards in science are good. In relation to where they started school, pupils' achievement is good. Outstanding care, guidance and support underpin pupils' excellent personal development. There is very high quality support for pupils, especially in child protection and safeguarding children. All staff, including the very good teaching assistants, provide guidance so that all pupils flourish. This includes those with learning difficulties as well as those learning English as an additional language. The good curriculum has a significant impact on good achievement. A particular strength is the transition from the Foundation Stage to Year 1. As a result, pupils have a smooth path to the National Curriculum as and when they are ready.

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Grade: 2

Without good teaching and learning, children in the Foundation Stage and pupils in Years 1 and 2 would not achieve as well as they do. Teachers' relationships with pupils and their behaviour management are excellent. Teachers make lessons interesting and exciting so that pupils are eager to learn. The successful teaching of a recently introduced phonics programme is having an immediate and discernible impact on raising standards in reading and writing. Developing pupils' speaking and listening skills is a vital priority and teachers and teaching assistants are skilled in engaging them in conversation. Teachers have a wealth of information about pupils' progress. However, it is not in a user-friendly or manageable format so that teachers can see which groups of pupils may be underperforming and in need of additional support in order to raise standards further. Underpinning all of the school's success is good leadership and management. The dedicated

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Grade: 2

and experienced headteacher has an excellent understanding of the needs of pupils from disadvantaged backgrounds. Every single member of staff supports her in her quest to give children and pupils the best school experience possible. Their success shows that the school has good capacity to improve further. The school improvement plan and subject leaders' action plans are good but they do not have precise enough measures to show whether targets have been met. Similarly, whilst much of the monitoring of teaching and learning by leaders is good, points for improvement are not always identified so that a sharper focus on further improving teaching and learning can take place. 4 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007

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What the school should do to improve further

• Introduce a simplified and user-friendly system for monitoring and tracking pupils' progress in each year group that enables staff to see at a glance where there are groups who may be underachieving. • Ensure that the school knows when targets in the school improvement plan have been achieved. • Ensure that when teaching and learning are monitored, improvement points are identified and followed up, especially in relation to standards and progress.

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Grade: 2

Taking into account their low starting point, pupils' achievement is good. Despite standards being below average in reading, writing and mathematics, this represents good progress for most pupils. Through effective teaching and more intensive support from the headteacher and teaching assistants, the school is seeing a significant improvement in the proportion of pupils reaching Level 2B and above in national assessments at the end of Year 2. Standards in science are good and have a significant impact on pupils' strong understanding of healthy lifestyles. Displays of work show pupils' work in art and design and technology to be of a good standard. The quality of singing heard in assembly was outstanding. Children make good progress in the Foundation Stage. They do particular well in communication, language and literacy and in their personal, social and emotional development. Although most do not meet all of the goals they are expected to reach, their achievement is good.

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Grade: 2

Pupils with learning difficulties make good progress because of high quality support from teachers and teaching assistants. Those learning English as an additional language receive similar support and consequently make good progress.

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Grade: 1

Pupils' spiritual, moral, social and cultural development is good. Pupils really enjoy singing in assemblies and they join in prayers with conviction. Through science, in particular, pupils show a real sense of the wonders of the natural world around them. They enjoy taking responsibility for jobs around the school. They handle equipment safely and sensibly in practical activities. They talk most enthusiastically and knowledgeably about keeping fit and healthy. Pupils have designed and made 'healthy lunchboxes' which show their very good understanding of the need to eat healthily. In the Nursery and Reception, children's personal, social and emotional development is good. Children are happy, secure and confident. Their behaviour is exemplary. Children's relationships with each other and with adults are excellent. Across the school, children and pupils with learning difficulties, together with those who are learning English as an additional language,

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Grade: 1

play a full part in its day-to-day life. Whilst attendance is below average, the school is doing everything possible to work with a nucleus of families whose children are regular absentees. 5 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007

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Grade: 2

Good teaching in the Foundation Stage gives children a good start to schooling. Teachers and teaching assistants quickly establish good relationships and set very high expectations for good behaviour. Activities are planned to interest and engage children in learning. Questioning is particularly effective in encouraging and developing children's speaking and listening skills. Teaching of key skills in reading, writing and number is good. The strengths of teaching continue in Years 1 and 2. It is the consistency of teaching across the school that is so effective in pupils making good progress. In Years 1 and 2, the teaching of phonics is very successful in raising standards. Teachers make lessons interesting and engage pupils with challenging questions. Teaching assistants are fully briefed every morning as to their role for the day. As a result, there is very effective teamwork which supports pupils of all

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Grade: 2

abilities, including those identified as gifted and talented, those with learning difficulties, and those learning English as an additional language. Teachers assess pupils regularly and thoroughly. However, the information gained from assessment is not in an easy-to-read format so that teachers get an instant overview of the performance of each year group. As a result, potential underachievement is not identified soon enough.

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Grade: 2

The curriculum for the Foundation Stage is good and successfully supports children's learning. The transition from the Foundation Stage to Year 1 is very effective, especially for pupils who start Year 1 still needing to meet the goals expected in Reception. Pupils have good opportunities to use their literacy and numeracy skills in other subjects, especially in science. They do not spend enough time using their information and communication technology (ICT) skills in other subjects. The curriculum meets successfully the needs of pupils with learning difficulties. It is adapted well for those learning English as an additional language so that they make good progress. For an infant school, there is a good range of well-attended after-school activities which are greatly enjoyed. The school uses visitors and educational visits to support and enhance pupils' learning. Good links with the neighbouring junior school enable pupils to use that school's ICT

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Grade: 2

suite for the whole-class teaching of key skills.

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Grade: 1

All statutory responsibilities are fully in place. Arrangements for child protection and safeguarding pupils are excellent. The school works in very effective partnership with outside agencies and partner schools to support learning. The home-school worker is very proactive in meeting parents to encourage good attendance and punctuality. Each morning she meets and talks to parents who arrive late with their children. Across the school, teaching assistants give pupils very effective support and this impacts positively on those with learning difficulties, 6 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007 together with those learning English as an additional language. The 25% of parents who returned questionnaires expressed clear support for the school's work with their children. Academic guidance is very good. Pupils have targets for literacy and numeracy which they know and understand. They take great delight in achieving them. Teachers give pupils clear guidance

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Grade: 1

on how well they are doing and how they can do even better.

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Grade: 2

The headteacher, supported effectively by all staff in the school, is totally dedicated to providing the best possible education for her pupils, many of whom face very challenging difficulties out of school. There is an absolute commitment to the need to continue to raise standards. Current initiatives, including the new phonics programme, which are successfully increasing the proportion of pupils achieving Level 2B and above in national assessments, are testimony to the school's success. There is regular monitoring of teaching and learning by the headteacher and subject leaders. Currently, there is insufficient emphasis on identifying and following up improvement points arising from monitoring. The school improvement plan, together with subject leaders' action plans, are clearly focused on raising standards. However, neither sets of plans are tight enough in identifying how the success in implementing them will be measured.

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Grade: 2

The leadership and management of the Foundation Stage is good and contributes much to the successful way in which children become full members of the school community. Similarly, the effective leadership and management of pupils with learning difficulties is a key factor in the good progress made by pupils with learning difficulties. Support for pupils with English as an additional language is equally good. 7 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 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?

2 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 3 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 2 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. 9 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 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? 10 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007

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Text from letter to pupils explaining the findings of the inspection

18 May 2007 Dear Children Inspection of Hamp Nursery and Infants' School, Bridgwater, Somerset TA6 6JB Thank you so much for making us feel so welcome when we came to your school. We enjoyed meeting you, including those of you who spoke with us at lunchtime. It was good talking to you in lessons and around the school too. I am delighted to tell you that you go to a good school. Among the things that make it so good is how happy you are and how much you enjoy lessons. Your singing in assembly was the best I have ever heard in an infant school. These are the other things that we thought the school does really well, with your help, of course: • You are making really good progress in your phonics work. • Your behaviour is excellent. • You work hard in lessons and are so keen to answer questions and to use the interactive whiteboards. • You really enjoy the clubs that you attend after school. • All the adults in the school are there to help you and that makes you feel safe and happy in

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Text from letter to pupils explaining the findings of the inspection

school. There are a few things that would make your school even better. These really are to do with the adults but, of course, you can help them by continuing to behave well and show them how much you like school. So the adults need to: • Make sure that they have a simple chart on which they can see how well each class is doing so that they can give you more help if you need it. • In the same way that you have targets, the school has targets too. At the moment, the school does not know when it has met its targets and we think it should. • When other teachers watch your lessons they need to make sure they tell your own teacher how she can help you to make even better progress in your learning. Yours sincerely David Curtis Lead inspector 11 of 11 Inspection Report: Hamp Nursery and Infants' School, 16 °17 May 2007

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