Altmore Infant School

102709 Unique Reference Number Newham Local Authority 323676 Inspection number 5 June 2009 Inspection date Pritiben Patel Reporting inspector

p.1

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.

p.1

Infant Type of school Community School category 3–7 Age range of pupils Mixed Gender of pupils Number on roll 468 School (total) 120 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 Mr Jeremy Evans Chair Mrs Sarah Rowlands Headteacher 21 June 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Altmore Avenue School address London E6 2BX 020 8472 3555 Telephone number 020 8470 6126 Fax number

p.1

3–7 Age group 5 June 2009 Inspection date 323676 Inspection number .

p.1

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.

p.2

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 9 Inspection Report: Altmore Infant School, 5 June 2009

p.2

Introduction

Two Additional Inspectors carried out this inspection. The inspectors evaluated the overall effectiveness of the school and investigated the following issues.

p.3

Introduction

■ How effective are strategies to improve the attainment of more-able pupils in reading and mathematics? ■ How effective are strategies to improve attendance?

p.3

Introduction

The inspectors gathered evidence from performance data, observations of teaching, the work produced by pupils, and observations of the pupils at play and at lunch. Parents' questionnaires and discussions with pupils, representatives of the governing body and some members of staff also contributed to the judgements. Other aspects of the school's work were not investigated in detail, but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

p.3

Description of the school

Altmore is a large school. Almost all pupils are from minority ethnic backgrounds and are at the early stages of learning English. The largest group is of Asian origin. The majority language is Tamil. A third of the school population is made up of refugees and asylum seekers. More pupils than usual are entitled to claim free school meals. The proportion of pupils with learning difficulties and/or disabilities is below average. These pupils have mostly speech and language difficulties or emotional, social and behavioural difficulties. None have a statement of special educational need. The school's provision for the Early Years Foundation Stage comprises the Nursery and Reception classes. The school has breakfast and after school provision.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 9 Inspection Report: Altmore Infant School, 5 June 2009

p.3

Grade: 2

Altmore is a good school. It provides pupils with a highly supportive and caring environment in which they flourish. Pupils and parents alike hold the school and staff in high regard. The following comment made by a parent was typical of most when they wrote, 'The school is doing excellent work in building the overall character and personality of my daughter.' Pupils' welfare is at the centre of all decision-making and the contribution pupils make is good. For example, they contribute to curriculum planning, they designed the school toilets and help each other in the playground through their role as 'playground heroes'. The care, guidance and support provided are outstanding, including that given to the very high numbers of pupils who are new to English as well as refugee and asylum seekers. Induction systems are carefully thought out, and as a result pupils settle quickly into school life. Safeguarding arrangements are securely in place. In this nurturing environment pupils' personal

p.4

Grade: 2

development is good. They behave well and feel safe in school. Pupils say if they have any problems they will happily talk to an adult. Their adoption of healthy lifestyles is good as they grow their own food and take part in a range of physical activities such as football and dance. The school has been awarded the Healthy School Award in recognition of this. Pupils' spiritual, moral, social and cultural development is outstanding. They have opportunities to reflect in assembly and participate in collective worship, as well as raise money for others less fortunate than themselves. In addition, pupils' understanding of different cultures and religions is very good. Pupils make good progress from exceptionally low starting points and go on to attain standards which are broadly average. As a result, pupils are well prepared for the next stage of their schooling. Many pupils make outstanding progress to reach average standards, but achievement

p.4

Grade: 2

is good overall because the progress of a small minority of pupils is adversely affected by their irregular attendance. Assessment information for 2008 shows that standards in writing were above average, as the school had focused on giving pupils more opportunities to practise their writing skills across the curriculum. The school has identified that attainment for more-able pupils could also be improved in reading and mathematics. As a result, pupils are given increasingly challenging texts to read in literacy and they are also being encouraged to read a wide range of text types. In numeracy, pupils are being given greater opportunities to solve complex problems. This is beginning to pay dividends. The curriculum is outstanding because links between subjects are made in innovative ways, and this makes learning more meaningful for pupils. The curriculum is adapted to meet the needs of different pupils very well and allows them to work creatively. This has an outstanding

p.4

Grade: 2

impact on their enjoyment. In recognition of this, the school has been awarded the Artsmark Gold award. Learning is brought to life by, for example, pupils celebrating their visit to the Natural History Museum with paintings, writing and photographs during an assembly. A range of visitors such as African story-tellers and theatre groups also make learning highly enjoyable. Teaching and learning are good. Teachers create vibrant classrooms for pupils in which to learn. Relationships between staff and pupils are strong. The high adult-to-pupil ratio ensures that pupils new to English and those with learning difficulties and/or disabilities receive good support, which helps them to make good progress. Activities are practical and encourage good independent skills. For example, in a numeracy lesson pupils were busy sorting shapes while in a history lesson they were discussing the historical significance of the contents of a suitcase.

p.4

Grade: 2

4 of 9 Inspection Report: Altmore Infant School, 5 June 2009 However, teachers' marking does not consistently help pupils to understand what they need to do next to improve their work. The headteacher leads the school well. She sets a clear direction for the school and knows pupils individually. She has worked hard to establish a culture where pupils are respected and feel valued. This ethos is embraced by all staff who work hard to meet the individual needs of pupils. Subject leaders have a good understanding about the strengths as well as areas for development within their areas, including leaders who are new to their role. Senior leaders have identified that pupil attendance is satisfactory and needs improving. With good support from the governing body various strategies have been employed, such as writing to parents, presenting pupils with a weekly attendance cup as well as setting up a parents group. However, these

p.4

Grade: 2

actions have not yet had an impact. The headteacher has established an outstanding range of partnerships with outside organisations in order to maximise provision for pupils, including the local authority, other schools, sports coaches and health professionals. Community cohesion, too, is outstanding, because the school is meeting the needs of the local community very well. For instance, the development of the outreach centre has enabled the school to facilitate literacy, numeracy, English language and parenting classes for all community members. The school itself is also a drop-in point for parents needing help and advice. In addition, breakfast and after school clubs are provided to help meet the needs of working parents. Based on a solid track record of good progress, capacity to improve further is good.

p.5

Grade: 2

Children on entry to the Nursery have exceptionally low skills and almost all speak English as an additional language. Staff who speak Tamil provide excellent care and support for those children new to English. Children settle into routines quickly because of the outstanding care and sensitive support they receive from the teachers and support staff. They make good progress by the end of the Early Years Foundation Stage, particularly in their physical, social and independence skills as well as in their attitudes to learning. However, their overall attainment is below what is expected for children of this age, particularly in communication, language and literacy. Children make good progress in their learning because of good planning and teaching. The classroom environment is well thought out to maximise children's interest and learning. Staff make careful notes about children's learning which then help them to plan their next steps.

p.5

Grade: 2

The organisation of activities is good and the curriculum in both the Nursery and Reception is stimulating. There is a good balance between teacher-directed and child-initiated activities. Children learn in a happy and safe environment. Leadership is good. The Early Years Foundation Stage manager has a good understanding about strengths as well as areas for development. She has plans in place to improve the outdoor environment to enhance children's learning. The Nursery and Reception staff work well together and this benefits children during transition.

p.5

What the school should do to improve further

■ Raise standards by ensuring pupils know what they need to do next to improve their work.

p.5

What the school should do to improve further

■ Take further action to improve pupil attendance. 5 of 9 Inspection Report: Altmore Infant School, 5 June 2009 .

p.5

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: Altmore Infant School, 5 June 2009

p.6

Inspection judgements

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

p.7

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

p.7

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? 1 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

p.7

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

p.7

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. 7 of 9 Inspection Report: Altmore Infant School, 5 June 2009

p.7

learners?

1 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

p.8

learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 How well are learners cared for, guided and supported?

p.8

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 1 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? 8 of 9 Inspection Report: Altmore Infant School, 5 June 2009

p.8

Text from letter to pupils explaining the findings of the inspection

19 June 2009 Dear Pupils Inspection of Altmore Infant School,London,E6 2BX On behalf of the inspectors, I would like to thank you very much for helping us when we came to visit you to find out how well you are getting on. We really enjoyed visiting your lessons and talking to some of you. You made it clear to us that you enjoy school very much. We agree with you and your parents that Altmore is a good school. Here is a list of just some of the things that we found out about your school.

p.9

Text from letter to pupils explaining the findings of the inspection

■ You make good progress and reach average standards by the end of Year 2.

p.9

Text from letter to pupils explaining the findings of the inspection

■ All staff at the school care for you very well and in turn you feel well respected, happy and behave well. You all said a lot of nice things about your school and your teachers. ■ The quality of teaching and learning are good. Your teachers plan interesting activities for you that mean you have to think for yourself. For example, some of you in a history lesson were discussing what the things inside a suitcase tell you about what life was like a long time ago. ■ The curriculum is outstanding and you have opportunities to visit museums, the seaside and art galleries. ■ Children in the Nursery and Reception classes make a good start.

p.9

Text from letter to pupils explaining the findings of the inspection

■ All the adults in your school such as your headteacher, class teachers, support staff and governors work hard to ensure you are very happy and very well cared for and make good progress in your learning. Even in a good school like yours there are some areas that can always be improved. I have asked your headteacher to improve attendance, because if you are not at school, you are missing out on your learning. Also, I have asked your teachers to make clear to you what you need to do next to improve your work, so that you can make even better progress. I am sure that you will continue to work hard, enjoy school and do your very best. Yours faithfully Pritiben Patel Lead Inspector 9 of 9 Inspection Report: Altmore Infant School, 5 June 2009

p.9