Tweseldown Infant School

Tweseldown Infant School Inspection report

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116020 Unique Reference Number Hampshire Local Authority 326310 Inspection number 14 July 2009 Inspection date Michael Pye 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 Community School category 4–7 Age range of pupils Mixed Gender of pupils Number on roll 195 School (total) 0 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 Mrs Samantha Read Chair Mrs June Brown Headteacher 3 May 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Tweseldown Road School address Church Crookham Fleet GU52 8BW 01252 628843 Telephone number 01252 816014 Fax number

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4–7 Age group 14 July 2009 Inspection date 326310 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 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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Introduction

The inspection was carried out by two Additional Inspectors. The inspectors evaluated the overall effectiveness of the school, the impact of its work on maintaining high standards and achievement levels, the degree to which the school minimises the impact of high mobility of pupils, and the quality of self-evaluation and development planning at all levels of management. Evidence was gathered from discussions with senior managers, staff and pupils. School documentation and pupils' work were examined, and lessons observed and visited. 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 relevant in this report.

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Description of the school

This smaller than average infant school draws pupils from the surrounding area, where there are high levels of Her Majesty's Forces. This results in above average numbers of pupils leaving and joining the school at other than normal times. The number of pupils entitled to free school meals is well below average. The proportion of pupils coming from ethnic minority backgrounds or having English as an additional language is below average. However, the profile of the school is changing, with increasing numbers of pupils from minority ethnic heritage. The proportion of pupils with a statement of special educational needs is below average. However, the proportion of pupils with learning difficulties and/or disabilities is above average and growing, and these pupils have some complex social, behavioural and learning difficulties. The Early Years Foundation Stage consists of three Reception classes. In the recent past the school has

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Description of the school

experienced some severe staffing problems at managerial and teaching level for reasons beyond its control. The school has the UNICEF Rights, Respect and Responsibility (RRR) Award, and the Activemark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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Grade: 1

The school continues to provide pupils with an excellent start to their education. Parents recognise this in their comments, which included, 'fantastic school', 'Tweseldown is a wonderful school that cares for teachers, pupils and provides moral guidance to children', and 'my child has thrived in this environment'. Underpinning the outstanding nature of the school is the exceptional leadership and management of the headteacher. Under her leadership, and despite recent staffing problems, the school has maintained its high academic levels, and has also successfully ensured that the care and personal development of pupils has continued to be outstanding. Pupils care very well for each other. In lessons, they show respect for the views of others, listening carefully before offering their own opinions. They show a very good attitude to learning, and remain on task for prolonged periods. In conversation, they show confidence and

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Grade: 1

can talk (at length) about how to remain healthy and safe. This reflects the work of the school in gaining the Activemark. They are eager to eat the morning fruit and vegetables provided, and Year 1 and 2 pupils demonstrated very high levels of enjoyment during a physical education lesson. Working exceptionally well in pairs, they shared ideas about how to solve the problem of connecting different gymnastic moves that they had invented. In class council, and as various monitors, they make an excellent contribution to the community. Choirs from the local community come to sing for the school, pupils carry out charity work, and all take responsibility for ensuring that those alone at playtime, sitting on the friendship bench, have company. Due to the unique nature of the locality, when returning home on leave from service abroad, parents often take their children away during term time. Hence attendance is satisfactory.

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Grade: 1

Achievement is outstanding for all groups of pupils, including those with English as an additional language. Standards at the end of Year 2 have been exceptionally high in reading, writing and mathematics in the past few years, including the 2008 results. In the current Year 2 there is a large proportion of pupils with learning difficulties and/or disabilities. Although this has caused a dip in standards this year, these Year 2 pupils have nonetheless made exceptional progress from their starting points. Standards remain high. Accurate assessment helps teachers to challenge pupils very well, and many pupils attain the higher levels. Standards in Year 1 are above the expected levels, with many pupils, for example, able to write at length, demonstrating very good vocabulary and attention to grammar. Such progress is the result of pupils receiving a consistently high standard of teaching during their stay at the school. Pupils want to get involved and do their best because relationships

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Grade: 1

are very positive. Teachers' planning is very detailed, and pupils' attention is held by the use of a wide range of strategies that meet their different learning styles. Occasionally, opportunities are missed to promote more self-evaluation by pupils of their work. Pupils' behaviour is good. In lessons, teachers deal very effectively with any potential problems, and interruption is minimised. Pupils new to the school, and those who find learning difficult, settle quickly to work and progress very well because support staff in lessons are deployed effectively, are proactive, and present challenge and reassurance for the pupils in their groups. The excellent curriculum delivers the key skills extremely well. Pupils say they have many things to do that they enjoy. Parents join in with homework tasks - for example, helping to produce the decorated plants as part of the 'In Bloom' festival. The social and emotional needs of pupils

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Grade: 1

are very well met, with the Rights, Respect and Responsibility curriculum very well established, 4 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009 as evidenced by the UNICEF award. While a minority of parents had some concerns about the number of clubs on offer, enhancement for this small school is excellent. Visits, like the history and geography field trip, and the Arts Week undoubtedly add to the pupils' enjoyment and motivation. While some curriculum information goes home to parents, a minority rightly expressed the view that they would like to be more involved, and learn more specifically about how they can help their children learn. Regular assessment is well established and enables early identification of pupils requiring additional support. Pupils get very clear guidance about how to improve their work through teachers' marking. They have learning targets and know them very well. In addition to this

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Grade: 1

outstanding academic support and guidance, the pupils receive excellent pastoral care. Health and safety and the necessary safeguarding documentation, including risk assessments, are in place. The school's very caring approach is seen in the way that new arrivals are mentored and nurtured. The progress that these pupils make is a testament to how well they are received into the school and helped to settle. The impact of staffing upheaval has been minimised through excellent management by the headteacher, and very effective support from her deputy and other senior staff. Standards have remained high, with lessons observed and work moderated, and development planning is in place. Effective monitoring helps ensure that managers know the school well, and have identified appropriate development plans. These include extending community cohesion beyond the immediate locality. There are very secure links with the local cluster of schools, which promote

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Grade: 1

closer ties between pupils. There is also good curriculum coverage of international issues such as global ecology and the need to recycle. However, the school recognises the need to develop better links with organisations nationally and abroad. Governance is excellent, with a long-serving core of members who share their experience with others, know the school well, and act as 'critical friend' to the school. The capacity to sustain improvement is excellent.

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Grade: 2

Children start Reception with levels of skills and knowledge that are increasingly changing, but that are currently slightly above the expected levels. There are weaknesses in children's writing and in their knowledge and understanding of the world. However, progress is good and the majority meet the early learning goals by the end of Reception, with a considerable number attaining the higher levels. Good teaching helps to ensure that the children achieve well. Relationships are very secure and teachers plan work that meets the needs of all children. For example, in a numeracy lesson, adults used a variety of strategies to keep the children focused, and involved them in handling toys, number cards and boards. On occasions, the children sit on the carpet too long listening to the teacher's explanation and, consequently, their concentration wanes. One parent wrote, 'One thing that the school does really well is how it

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Grade: 2

prepares children for starting. The school is incredibly welcoming, and has open days and prospective parent days and evenings'. As a result of this good management, the children settle quickly to their work in a very caring and well-organised environment. The children's personal development is excellent and they are encouraged to become independent. However, the lack of easy access to a covered external area does not allow for the children to make sufficient decisions themselves about accessing outdoor activities. The school has plans to develop the area. 5 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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What the school should do to improve further

■ Develop the Early Years Foundation Stage external area to ensure easy access to the outdoor classroom throughout the year. 6 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009 .

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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. 7 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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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? 1 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? 1 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

1 How well do learners achieve? 1 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/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. 8 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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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 The extent to which learners enjoy their education 3 The attendance of learners 2 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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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?

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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 1 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 2 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? 9 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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Text from letter to pupils explaining the findings of the inspection

22 July 2009 Dear Pupils Inspection of Tweseldown Infant School,Fleet,GU52 8BW Thank you very much for talking to us when we visited your school. We listened carefully to what you had to say. Your school provides you with an excellent education. There are many things that we liked about your school, and I list some of these below. We particularly liked the way you are encouraged to develop as responsible and respectful young people. It was a pleasure to watch you sharing your ideas and listening carefully to others. We liked the way that you care so well for each other, and you told us that you feel safe, and that the adults look after you. The headteacher and her staff run the school extremely well and make sure that you benefit as much as possible from what the school has to offer. You have very good attitudes to your work. You told us that 'learning is fun' and that teachers make the lessons interesting. Your wonderful woven patterns resulting from Arts Week show

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Text from letter to pupils explaining the findings of the inspection

how much you are learning, that you want to do well, and that you enjoy school. In Reception you get a good start to your education and, because of the excellent teaching you receive, you make extremely good progress in your work. The standard of your work is well above that normally expected for your age. Well done! Even schools such as yours can improve. We have asked that the school develops the outdoor area next to the Reception classes. This will allow the children to make more decisions about when they want to work outside, and what activity they want to do. We enjoyed our visit and wish you all the very best for the future. Yours faithfully Michael Pye Lead Inspector 10 of 10 Inspection Report: Tweseldown Infant School, 14 July 2009

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