Locks Heath Infant & Nursery School

Inspection Report Locks Heath Infant School

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115989 Unique Reference Number Hampshire Local Authority 296534 Inspection number 26 °27 September 2006 Inspection dates Hilary Bonser 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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Warsash Road School address Infant Type of school Locks Heath Community School category Southampton SO31 9NZ 4 °7 Age range of pupils 01489584180 Telephone number Mixed Gender of pupils 01489581406 Fax number 340 Number on roll (school) Mrs Sally McGrath Chair The governing body Appropriate authority Mrs Catherine Butcher Headteacher 24 March 2003 Date of previous school inspection

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Inspection number Inspection dates Age group 296534 26 °27 September 2006 4°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 three Additional Inspectors.

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Description of the school

The school is larger than most infant schools. Most pupils come from relatively advantaged backgrounds. About half of them come from beyond the immediate neighbourhood. The proportion of pupils with learning difficulties and disabilities is about average. The proportion of pupils from minority ethnic groups is below average and none is at an early stage of learning English. Standards on entry to the school are broadly average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Locks Heath Infant School, 26 °27 September 2006

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Grade: 2

This is a good school with several outstanding features where pupils of all abilities achieve well. Parents and pupils justifiably hold the school in high regard. It has responded effectively to the issues from the last inspection. In addition, standards in reading and writing have improved further and personal development and pupils' well-being are now excellent. However, there is no sense of complacency. As one governor commented, 'We've got good standards but want to get even better!' This very clear commitment, shared by all staff and governors, together with the improvements already made show that the school is well placed to make further progress. The school identifies its strengths, its areas for development and what is needed to remedy them very accurately. It is very aware that standards are not yet as high in writing and mathematics as in reading and is currently focusing attention on this.

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Grade: 2

The outstanding leadership of the headteacher has resulted in effective school action to ensure continuing improvement in standards and personal development. She has been very successful in promoting very strong team work among all staff which results in a consistently good quality of education in all year groups. Children receive a good start to their education in the Reception classes and make good progress throughout the school, reaching above average standards by the end of Year 2. Good teaching and rigorous assessment and tracking of pupils' progress contribute to this success. A particular strength is the way information is used to set half-termly challenging targets for each pupil and to provide wide ranging additional support where needed. Teachers are particularly good at keeping pupils focused on their targets and helping them to know how well they are meeting them. 'They help us to know what to get

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Grade: 2

better at,' as a pupil explained. Pupils enjoy an interesting, relevant curriculum that has been successfully adjusted to promote their creativity and problem solving skills across all subjects. The range and number of additional and extra-curricular activities is excellent. They add considerably to pupils' learning and enthusiasm for school. The school provides an outstanding level of care, guidance and support for pupils, which reflects the value it places on each child and the importance of fostering their confidence as learners. These are hallmarks of the school. As a result, pupils form very effective relationships, behave exceptionally well and really enjoy coming to school. This is reflected in the above average rate of attendance. The excellent partnership with parents, and other schools and agencies underpin this and support pupils' very positive attitudes. As one pupil put it, 'Lessons are a chance to do our best.'

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What the school should do to improve further

• Increase the proportion of pupils reaching the higher levels in writing and mathematics to match those in reading. 2 Inspection Report: Locks Heath Infant School, 26 °27 September 2006

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Grade: 2

Children do well in the reception classes and achievement throughout the school is good. Most reach and many exceed the learning goals expected by the end of their Reception year. A secure environment, very good induction arrangements and well taught lessons contribute to this. In Years 1 and 2, boys and girls of all abilities and backgrounds continue to make good progress as a result of good teaching and attention to individual needs. Standards are above average. They have improved further in reading and writing over the last two years and been sustained in mathematics, even though the number of pupils with learning difficulties and disabilities has increased. Standards are strongest in reading as a result of a whole school focus on this area and girls and boys of all abilities achieve well. Extending the range of writing opportunities and effectively involving the pupils in the assessment of their own work have helped raised standards

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Grade: 2

in writing. As in mathematics, they are not yet as high as in reading where more pupils reach the higher levels. The school identifies pupils with learning difficulties and disabilities at an early stage and comprehensive provision helps them to achieve well.

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Grade: 1

Pupils' behaviour and attitudes to school are excellent and contribute significantly to their good achievement. They have great regard for their own and others' safety, for example when playing in the playground. Pupils develop an excellent awareness of the needs of others, for instance, raising significant amounts for charities to help those less fortunate than themselves. Pupils' spiritual, moral, social and cultural development is good and there are outstanding elements in their moral and social education. The school has successfully addressed weaknesses in pupils' understanding of the diversity of life in modern Britain and around the world. Most pupils work very well independently and with others. Many contribute actively to the community as monitors, play leaders or representatives on the school council. Pupils' views and suggestions, such as how to improve the tidiness of the hall at lunch-time, are valued and acted upon. Above average standards in literacy and

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Grade: 1

numeracy, together with pupils' growing independence and self-confidence, prepare them well for their future economic well-being. Pupils take full advantage of 'huff and puff' activities and a wide range of organised playtime games as they are very aware of the need to keep fit. They eat and drink healthily, and know why they choose fruit as a snack. 3 Inspection Report: Locks Heath Infant School, 26 °27 September 2006

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Grade: 2

Teaching and learning are good. In many lessons there are strong elements to the teaching, which are helping pupils of all abilities to make good progress Teachers make clear to the pupils what they are expected to learn, and set varied, well matched tasks that engage and motivate them and usually keep up a brisk pace. This helps pupils to respond well to teachers' high expectations of concentration. The frequent use of paired or small group discussion helps pupils effectively to shape and express their ideas more easily. This also increases their confidence and skills in writing. Teachers plan and work closely with the learning support assistants. This enables them to help pupils very effectively, especially as they are used flexibly to give their skilled help to pupils who most need it. Teachers use their meticulous monitoring of individual progress to adjust what they teach to support and move pupils on in their learning. In some

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Grade: 2

lessons in writing and mathematics, opportunities are missed to challenge some higher attaining pupils sufficiently.

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Grade: 2

The school provides a good, stimulating curriculum that meets all requirements. It takes good account of pupils' needs, although the provision for outdoor learning in the Foundation Stage is limited. The curriculum is enhanced by the provision of specialist teaching in sports (especially swimming), French, design and technology and art. The programme for personal, health, social and citizenship education is very well thought out. It makes a significant contribution to pupils' personal development, especially through its emphasis on extending pupils' self awareness and thinking skills. Provision for pupils who speak English as an additional language and for those with learning difficulties and disabilities is good. Gifted and talented pupils are supported well. The very good range and variety of visits, visitors and special events make a very strong contribution to pupils' social development as well as to their enjoyment and

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Grade: 1

The school places the highest priority on caring for pupils and promoting all aspects of their academic and personal well-being. Procedures for safeguarding pupils are thorough and all adults are vigilant in their implementation. From their earliest days in school, pupils are helped to develop secure, trusting relationships with all adults. Pupils know that adults are there 'to help us', to encourage them to work hard and do their best, and to support them if they have any problems. As a result, the school is a happy, secure and safe community where pupils thrive academically and where personal development is outstanding. 4 Inspection Report: Locks Heath Infant School, 26 °27 September 2006 The school has excellent systems to track pupils' progress and to set targets for learning. These are reviewed regularly and shared with parents as well as pupils. Consequently, pupils know how to improve their work. The 'two stars and a wish' system introduced

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Grade: 1

last year involves pupils very well in assessing their own progress in writing and is already increasing pupils' rate of progress. The school plans to build on the success of the scheme in other subjects.

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Grade: 2

Leadership and management are good. The headteacher provides outstanding leadership. She has a very clear sense of direction that is fully focused on raising standards and achievement in all areas of pupils' learning. She has enthused and empowered all staff to contribute effectively to this through a strong and successful emphasis on staff development and supportive teamwork that is underpinned by comprehensive and rigorous monitoring and evaluation. This results in pupils achieving well and is reflected in the improvements in both personal development and standards since the last inspection The deputy headteacher, year and subject leaders have made an increasingly effective contribution to school improvement as their roles have developed. They monitor pupils' learning and progress in detail to identify areas for improvement and are very aware of the need now to challenge more pupils to reach higher levels in writing and

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Grade: 2

mathematics. The very rigorous and accurate process of self evaluation takes full account the views of staff, governors, parents and pupils. Governors are well informed through their monitoring activities and are instrumental in ensuring the school provides good value for money. They question, contribute to and support the work of the school effectively. 5 Inspection Report: Locks Heath Infant School, 26 °27 September 2006 .

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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: Locks Heath Infant School, 26 °27 September 2006

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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 1 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? 2 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 1 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: Locks Heath Infant School, 26 °27 September 2006

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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: Locks Heath Infant School, 26 °27 September 2006

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Text from letter to pupils explaining the findings of the inspection

I am writing to let you know what we found out when we visited your school. Thank you for taking part in the inspection. We really enjoyed seeing you at work and at playtimes and liked talking to you. There are lots of things we like about your good school. We liked these things the most • You behave extremely well, work hard, enjoy school very much and get on together very well. • Your headteacher runs the school very well indeed. • The school looks after you really well and, as some of you said, the adults are always there to help you. • The school provides many interesting and exciting things for you to do. • You understand the importance of eating the right things and taking plenty of exercise. • The school listens to you when you suggest how things could get even better. • We agree with you that your teachers are good at helping you to improve your work and do your best. We have asked your teachers to help some of you get even better at writing and mathematics.

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Text from letter to pupils explaining the findings of the inspection

Thank you again. Yours sincerely Hilary Bonser Lead Inspector 9 Inspection Report: Locks Heath Infant School, 26 °27 September 2006

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