Nyewood CofE Infant School, Bognor Regis

Nyewood CofE Infant School, Bognor Regis Inspection report

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126052 Unique Reference Number West Sussex Local Authority 315414 Inspection number 14–15 October 2008 Inspection dates Diane Wilkinson Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Infant Type of school Voluntary aided School category 5–7 Age range of pupils Mixed Gender of pupils Number on roll 216 School (total) 69 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Darran Ford Chair Jacqueline Cobb Headteacher 31 March 2003 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Brent Road School address Bognor Regis PO21 5NW 01243 823283 Telephone number 01243 823283 Fax number

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5–7 Age group 14–15 October 2008 Inspection dates 315414 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. 2 of 11 Inspection Report: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

Nyewood Infants takes pupils from a wide range of backgrounds, including a number from families facing particular economic and social challenges. Attainment on entry varies, although it is generally below that typically expected. At the time of the inspection, some children in the Early Years Foundation Stage (EYFS) were attending part-time. The proportion of pupils with learning difficulties and/or disabilities is above average, but much higher in some year groups. Most of the small number of pupils from different ethnic groups are at the early stages of learning English. The school holds the Healthy School and Dyslexia Friendly awards.

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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: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008

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Grade: 2

Nyewood Infants is a good school because staff work very well together to provide a broad range of interesting activities which generate in pupils a great enthusiasm for learning. Pupils love coming to school, work hard and try to do their best. As a result, they achieve well. Effective developments established over the last year are ensuring that progress continues to improve and standards are rising. Basic literacy and numeracy skills are especially well taught and the school's determination to improve writing and calculation in mathematics has led to good progress being made in these areas in the last twelve months. Since the last inspection, pupils have made much better progress in science and in information and communication technology (ICT), with ICT standards being above average. By the end of Reception, standards are slightly above average. In other year groups, standards are also rising, although they are broadly average because of the significant

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Grade: 2

number of Year 2 pupils in the last two years who have had learning difficulties and/or disabilities. Pupils who find learning difficult and those who have English as an Additional Language receive good support, both in lessons and individual or group work. As a result, they are able to take full advantage of learning activities and make the same good progress as their classmates. In the past twelve months much more has been done to support the progress of the higher attaining pupils, particularly in providing work which challenges them to do their very best. This has led to an increase in the number of pupils reaching levels above those expected. Concerns over boys' progress lagging behind that of girls has led to the introduction of a curriculum adapted much more effectively to their needs and interests so that boys are beginning to close the gap. However, the school recognises that still more needs to be done in this area.

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Grade: 2

Pupils benefit from the consistent approach to teaching and learning in all year groups. An especially strong feature is the enthusiasm of staff, which inspires pupils to embark on an exciting learning journey, enjoying their success and wanting to come back for more. The emphasis on practical tasks and effective links between subjects seen in topic work such as on 'Aliens' keeps pupils fully involved in lessons. The Christian ethos underpins all aspects of this caring school's work. Parents are full of praise for how well the school helps their children to learn and develop, and one typically wrote, 'I have been very impressed by the support and care provided to my son. He comes home from school excited by the learning.' Rigorous attention paid to pupils' health and safety helps them feel very safe and secure in school, working and playing very happily together. Good pastoral support and a consistent and extremely effective approach to behaviour management ensure

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Grade: 2

that pupils' personal development is good. Despite a number who find maintaining good behaviour difficult, most pupils behave well and are very kind to each other. Pupils willingly take responsibility and work well together. However, at present too little is done to encourage their independent learning skills although the school has started work to address this. . Staff keep a careful check on how well pupils are doing. However, in the past there has been too much of a focus on the standards pupils achieve rather than their rate of progress. This has limited the level of challenge set in pupils' targets. Progress is now monitored more effectively, although the full influence of this on raising standards is still to be seen. A very strong feature of leadership and management is the enthusiasm and commitment of staff and governors for building on, and extending, the school's success. The newly appointed

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Grade: 2

4 of 11 Inspection Report: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008 headteacher has very quickly established especially good relationships with staff, governors, pupils and parents so that all are working effectively together to move the school forward. Staff and governors are very clear about what needs to be done and development planning is good. The school's success in improving provision, especially over the last year, gives confidence that it is well placed to improve further.

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Grade: 2

Children benefit from the high quality induction procedures that help them settle in well and the rich range of exciting activities which underpin their enthusiasm for learning. Some children, mainly boys, start school with weak personal and language skills, and there is a good focus on developing these aspects to help children become confident and discuss their learning. Very practical activities and especially good use of the outdoor environment help children make good progress. For example, during the inspection a goal-scoring football game helped children learn about simple addition. Regular assessments help staff plan effectively for the next stages in learning, and challenging activities for higher attaining children help ensure they do well. These strengths have raised standards to slightly above average by the time children enter Year 1. The EYFS leader is successfully adapting provision to address the personal learning needs

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Grade: 2

of pupils in line with the new framework, capitalising on children's interests. Children are well looked after and their safety is paramount at all times. There is a good balance between activities where children work with an adult and those where they choose their own resources and tasks. However, opportunities are missed to encourage children to try to find out something they did not know or to learn something new when working independently.

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What the school should do to improve further

■ Make better use of pupils' individual targets in lesson activities so that pupils regularly check on how they can improve, especially when working independently without close adult supervision. ■ Build on and extend the strategies put in place to improve boys' achievement.

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Grade: 2

Children's good progress ensures standards are slightly above average by Year 1, except in communication language and literacy because of weaker skills in this area on entry to Reception. Year 1 and 2 pupils make good progress after leaving Reception. Standards have risen as a result of the good strategies put in place over the past year. Currently they are broadly average, although they continue to rise this year. More pupils now reach the expected levels and a much higher proportion exceed them. However, the full effect of this on raising standards in the Year 2 national tests is yet to be seen. Pupils gain a secure range of skills to support their future economic well-being.

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Grade: 2

Pupils' good personal development is the result of the school's caring, Christian ethos and its effective pastoral support. Spiritual, moral and social development is promoted especially well. Reflection times in assemblies, especially those led by the local vicar, and activities in the excellent conservation area inspire pupils to reflect on the wonder of life. Excellent strategies 5 of 11 Inspection Report: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008 for encouraging good behaviour ensure that even pupils who find this difficult do not often misbehave. Behaviour at playtimes is outstanding because of the excellent range of activities provided. Pupils speak confidently of the importance of healthy eating and regular exercise and about how to keep safe. Many parents wrote of their children's 'huge enjoyment of school' as a significant factor in their excellent attitudes to learning. Attendance levels, although around

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Grade: 2

average, are rising. Encouraged from the time they enter Reception, pupils willingly take on responsibility and enjoy contributing to school, especially through the work of the school council. Strategies to increase pupils' knowledge of the cultural diversity of British society and the school's contribution to community cohesion are relatively new and are satisfactory.

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Grade: 2

The exceptionally good learning ethos and teachers' enthusiasm, evident in all lessons, generate a commitment to learning, including amongst those pupils who find this difficult. Excellent behaviour management ensures lessons are rarely interrupted. This, together with practical, interesting and challenging activities, well matched to different pupils' needs, helps pupils concentrate and work hard. Staff skilfully use resources such as computers to support learning, with pupils' own work being used well to demonstrate success and to encourage their self-esteem. Teaching assistants generally support learning well, although, on occasions, they do not receive sufficient direction from the teacher on how to do this. Staff do not always remind pupils about what they need to do to improve, especially when pupils are working independently.

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Grade: 2

The well-planned and richly varied curriculum helps develop the interest, enjoyment, confidence and self-esteem of all pupils. Programmes for teaching basic literacy and numeracy skills are especially good. For example, the very practical number work motivates pupils, especially the boys. The programme for learning letter sounds is improving reading and writing skills. These strengths, and an increased emphasis on developing science and ICT skills, are helping to raise standards. Topic work, linking different subjects together, gives pupils many opportunities to apply their skills. A wide range of visits, visitors and clubs enhance learning. However, opportunities to learn about other cultures and adult roles in the community are limited.

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Grade: 3

Parents comment on the considerable kindness and care of the teachers, which helps pupils feel very safe and secure in school. Rigorous attention is paid to pupils' safety and welfare, with staff vetting, child protection and health and safety checks fully complying with government guidelines. Pupils with specific learning, language or behavioural needs receive good support, including through links with outside agencies. Very effective procedures to encourage good behaviour and attendance support learning well. Academic guidance and support is only satisfactory as, until recently, tracking systems did not provide clear enough information to help teachers set challenging progress targets for individual pupils. Developments over the last 6 of 11 Inspection Report: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008 year have gone some way to rectifying this, although too little is done in using targets to

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Grade: 2

The new headteacher's understanding of the school's strengths and weaknesses and her success in gaining the confidence and commitment of the whole-school community are impressive. Teamwork is good and leaders and managers at all levels make an important contribution to school development. The school knows how well it is doing and where improvement is needed. Effective strategies to address weaker aspects have been put in place. These are already improving provision and raising standards, although both staff and governors recognise that more needs to be done in some important areas. The school has developed a productive range of partnerships with other schools and agencies. Its partnership with parents has much improved this term, with a considerable number supporting their child's reading in school. Governors are very knowledgeable and fully involved in development planning, offering the school both

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Grade: 2

support and challenge and increasing their role in monitoring its work. 7 of 11 Inspection Report: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008 .

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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: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008

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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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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? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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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/or disabilities make progress

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Achievement and standards

1 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: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 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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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 3 How well are learners cared for, guided and supported?

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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 2 How well equality of opportunity is promoted and discrimination eliminated 3 How well does the school contribute to community cohesion? 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: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008

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Text from letter to pupils explaining the findings of the inspection

16 October 2008 Dear Pupils Inspection of Nyewood Church of England Infant School, Bognor Regis PO21 5NW Thank you for welcoming us to your school. We were especially impressed by how friendly and helpful you are. I particularly want to thank the pupils who gave up their lunchtime to talk to us. We think your school is good and are delighted that you and your parents agree.

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Text from letter to pupils explaining the findings of the inspection

■ Here are some of the things we found were especially good about your school:

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Text from letter to pupils explaining the findings of the inspection

■ You enjoy school very much and work hard so that your progress is good.

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Text from letter to pupils explaining the findings of the inspection

■ Those of you who find learning difficult, and those of you who do not speak much English, get lots of help and also make good progress. ■ Staff make lessons fun and plan lots of very interesting activities that help you to do well.

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Text from letter to pupils explaining the findings of the inspection

■ You behave well, especially at playtimes, and are very kind to one another.

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Text from letter to pupils explaining the findings of the inspection

■ Adults take good care of you so you feel safe and happy in school.

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Text from letter to pupils explaining the findings of the inspection

■ Your new headteacher is leading the school well and, together with staff and governors, she is working hard to make your school even better.

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Text from letter to pupils explaining the findings of the inspection

■ Here are some of the things we have asked the school to improve:

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Text from letter to pupils explaining the findings of the inspection

■ Although staff give you targets to help you improve your work, we want school leaders to ensure teachers remind you more often about what you have to do to achieve them. ■ The new activities to help boys to do better are to be strengthened so that boys can catch up and do as well as the girls. Thank you again for all your help and good luck for the future. Yours sincerely Diane Wilkinson Lead Inspector 11 of 11 Inspection Report: Nyewood CofE Infant School, Bognor Regis, 14–15 October 2008

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