Robinsfield Infant School

Robinsfield Infant School Inspection report

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101117 Unique Reference Number Westminster Local Authority 307590 Inspection number 17 October 2007 Inspection date Martin Beale 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 189 School The governing body Appropriate authority Mr Tony Howells Chair Mrs Tanya O'Connor Headteacher 13 October 2003 Date of previous school inspection Ordnance Hill School address London NW8 6PX 020 7641 5019 Telephone number 020 7641 5035 Fax number

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3-7 Age group 17 October 2007 Inspection date 307590 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 one Additional Inspector. The inspection focused on:

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Introduction

■ how the school is seeking to improve achievement for the more able

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Introduction

■ the key features of the school's provision that support the pupils' personal development

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Introduction

■ the qualities of leadership that maintained standards and improved the school in the absence of a permanent headteacher. Other aspects of the school's work were not investigated in detail, but the inspector found no evidence to suggest that the school's own assessments, as given in the self-evaluation, were not justified, and these have been included where appropriate in this report.

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Description of the school

This above average sized infant school with a Nursery serves a diverse and changing community where some families experience considerable social and economic disadvantage. Pupils come from a wide range of ethnic backgrounds. Over half have a home language other than English, and most of these are at an early stage of learning English. A new and experienced headteacher was appointed from the start of term, the school having been without a permanent headteacher for the previous year.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 9 Inspection Report: Robinsfield Infant School, 17 October 2007

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Grade: 2

Robinsfield is the good school that staff and governors judge it to be. It has some outstanding features. Pupils and parents are hugely positive about the school, and work closely with staff to give a strong feeling that this is 'our school'. Its happy atmosphere and sense of purpose is down to strong staff teamwork. As one parent wrote, 'Robinsfield is a lovely place to bring your child to school. A happy environment and welcoming staff await us every day'. There is much good teaching that gives pupils a very firm platform for success in the next stage of their education. Children enter the Nursery with the skill expected of three-year-olds, although many have weak literacy and communication skills. These weaknesses are more than eliminated by the end of Year 2. High pupil mobility leads to fluctuating standards, but Year 2 assessment results are consistently above average in reading, writing and mathematics. The

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Grade: 2

school sets itself challenging targets to improve these further. All work tirelessly for the success of the pupils, whatever their background. Pupils make good progress because teachers plan lessons to tackle their carefully assessed needs. This, along with the high level of adult support for individual pupils, means that often the best progress is made by pupils of low ability, those with learning difficulties or the large number at an early stage of learning English. Amongst all these strong features is one weaker aspect. The most able pupils are not consistently challenged and their targets do not represent the highest of aspirations. Moreover, there is no real identification of pupils with talents, or programmes to extend their learning. This slows their progress and means a small number who are capable of reaching the higher levels do not do so. Pupils arrive at school happy and smiling. They are eager to learn and work hard. One reason

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Grade: 2

for the pupils' enjoyment is their exposure to a wide range of interesting experiences. Art, music and drama all make significant contributions and extensive use is made of the school's London location for visits to art galleries and museums. Pupils are proud of their contribution to the school through their garden and their idea of 'litter pickers'. They help others through the harvest collection and raise funds by walking for charity. They enjoy acting as 'buddies' for newcomers and support their friends when they are unhappy about something. The school's deserved reputation for supporting pupils' social and emotional well-being is based on well-established links with other organisations such as family therapists. Regular and informed discussions between the headteacher and staff about each pupil's development result in sharply focused action. Pupils set and evaluate personal targets, aided by constructive marking that

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Grade: 2

helps them to see how well they are doing and what needs improving. Parents say how everyone not only knows the names of the children but also their specific learning and emotional needs. Families are grateful for the support they receive when newly arrived and pupils are supported sensitively when entering Robinsfield and moving on to junior school. The school has achieved 'Healthy Schools' status in recognition of its success in helping pupils to adopt a healthy lifestyle. There is a very strong focus on healthy eating. The food for school meals is sourced locally and prepared on site to high nutritional standards, and each day the ingredients are explained to the pupils before they choose their food. The result is that well over 90% of the children eat a school lunch. Pupils have the opportunity for plenty of vigorous exercise including lunchtime activities organised by sports leaders and much enjoyed by all.

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Grade: 2

Pupils understand the high expectations of their behaviour because all adults show how they should respond to each other. A parent summed this up well as, 'Children are nurtured and 4 of 9 Inspection Report: Robinsfield Infant School, 17 October 2007 loved, beautifully behaved without being subjected to excessive discipline, respected and therefore respectful'. Pupils are caring and aware of the need to think about and respect others. Religious education and the personal, social and health education programme are used to encourage pupils to respect other's beliefs and backgrounds. The many cultures in school are recognised and celebrated. For example, apples with honey were incorporated into the menu for the Jewish New Year, and pupils tasted meals reflecting their studies during 'Black History Month'. The transition to a new headteacher has been smooth. Parents praised the deputy headteacher for her efforts during this period and governors supported the school well, becoming an effective

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Grade: 2

'critical friend'. There is now an experienced hand at the helm. Parents are pleased with the changes now taking place, particularly the recently introduced after-school clubs, such as the Year 2 newspaper group. The headteacher is keen to develop self-evaluation skills amongst staff and governors so that plans for improvement can be even more sharply focused on raising achievement. Robinsfield is a happy, successful and vibrant school. It has the capacity to become outstanding.

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Grade: 1

The youngest children get off to a flying start to their school life in the Nursery. 'It is truly excellent, caring, thoughtful and nurturing and the best start you could give in life to your child' as a very happy parent wrote. From the minute that they start, the children's personal development is of paramount importance. Sensitive arrangements help them settle in quickly. Strong teamwork based around experienced leadership means all adults combine closely to match activities to the children's current stage of development. Consequently, they are completely absorbed and gain much enjoyment from the rich and interesting environment and extensive links between indoors and outdoors. There is a careful balance between activities led by the adults and those initiated by the children. This excellent start is built on well in Reception. The outside area for Reception classes is limited, but the children have helped in its redesign.

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Grade: 1

Children make at least good progress during their time in the Foundation Stage particularly in their social and emotional development. Most reach and some exceed the goals expected of them by the end of Reception. Although they improve their literacy, writing and the ability to link sounds with letters are still behind other skills.

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What the school should do to improve further

■ Challenge the more able pupils, including those who are gifted and talented, consistently so that they achieve challenging targets. 5 of 9 Inspection Report: Robinsfield Infant School, 17 October 2007 .

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What the school should do to improve further

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 of 9 Inspection Report: Robinsfield Infant School, 17 October 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? Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 1 The effectiveness of the Foundation Stage 2 The capacity to make any necessary improvements

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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 1 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 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 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 of 9 Inspection Report: Robinsfield Infant School, 17 October 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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 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 of 9 Inspection Report: Robinsfield Infant School, 17 October 2007

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Text from letter to pupils explaining the findings of the inspection

1 November 2007 Dear Pupils Inspection of Robinsfield Infant School,London,NW8 6PX I am writing to thank you very much for the warm welcome you gave to me when I visited your school. You were very kind and helpful and showed how proud you are of your school. I enjoyed talking with you and your teachers. You, your parents and teachers are right in thinking that you go to a good school. The youngest of you have an excellent start in the Nursery and Reception. You make good progress during your time at school. Most of you reach the standards expected by the time you move on to the junior school. Many of you do better than this. You thoroughly enjoy school, attend regularly, work very hard and behave maturely. Your teachers provide interesting tasks to help you learn and you clearly enjoy extra activities such as trips and visits. All members of staff help to make sure you are safe and cared for very well. You take your responsibilities

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Text from letter to pupils explaining the findings of the inspection

seriously and make a huge contribution to the life of the school. I was impressed by the care you show for each other. You have an excellent understanding of the importance of diet and exercise for a healthy lifestyle. I really enjoyed the school meal I had with you. You are lucky to have such tasty and healthy food. Your new headteacher, other staff and governors are trying hard to make the school even better. I think that there is one thing in particular they could do so I have asked your teachers to:

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Text from letter to pupils explaining the findings of the inspection

■ help able pupils to reach higher standards and provide challenging activities for those of you with particular talents in a subject. I am sure that you and your teachers will work hard to make these improvements. I wish you well for the future. Yours sincerely Martin Beale Lead Inspector 9 of 9 Inspection Report: Robinsfield Infant School, 17 October 2007

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