Weybourne Infant School Inspection report Unique Reference Number 15041 Local Authority Surrey Inspection number 35985 Inspection dates 4 5 January 011 Reporting inspector Mike Capper This inspection of the school was carried out under section 5 of the Education Act 005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 006. Type of school Infant School category Community Age range of pupils 4 7 Gender of pupils Mixed Number of pupils on the school roll 10 Appropriate authority The governing body Chair Peter Cawte Headteacher Jan Earney Date of previous school inspection 4 July 008 School address Knights Road Heath End Farnham GU9 9DA Telephone number 015 669340 Fax number 015 669341 Email address info@weybourne.surrey.sch.uk Registered childcare provision Allsorts Club Number of children on roll in the registered 16 childcare provision Date of last inspection of registered NA childcare provision Age group 4 7 Inspection date(s) 4 5 January 011 Inspection number 35985
Inspection report: Weybourne Infant School, 4 5 January 011 of 14 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 005, 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 13 434, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to Subscribe. Royal Exchange Buildings St Ann's Square Manchester M 7LA T: 0300 13 434 Textphone: 0161 618 854 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Crown copyright 011
Inspection report: Weybourne Infant School, 4 5 January 011 3 of 14 Introduction This inspection was carried out by two additional inspectors. Inspectors observed nine lessons taught by five teachers. Meetings were held with parents and carers, members of the governing body, staff and groups of pupils. The inspectors observed the school s work and looked at school documentation, including teachers planning, assessment information, safeguarding polices and samples of pupils work. Inspectors analysed 4 questionnaires from parents and carers and 19 from staff. The inspection team reviewed many aspects of the school s work. It looked in detail at a number of key areas: the effectiveness of teaching at meeting differing needs in mixed-age classes the pupils progress in writing the role of subject leaders in monitoring provision and driving school improvement the pupils enjoyment of school and how well pupils take responsibility. Information about the school Most pupils come to this smaller-than-average-sized infant school from the local community. The proportion of pupils known to be eligible for free school meals is broadly average. A small number of pupils come from minority ethnic backgrounds and are in the early stages of learning English. The proportion of pupils identified as having special educational needs and/or disabilities is broadly average. Most of these pupils have moderate learning difficulties. Children in the Early Years Foundation Stage are taught in a Reception class and, from the start of this term, in a mixed-age Reception and Year 1 class as well. The governing body manages Allsorts Club which provides before- and after-school care for up to 16 pupils, including some from the neighbouring junior school.
Inspection report: Weybourne Infant School, 4 5 January 011 4 of 14 Inspection grades: 1 is outstanding, is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? The school s capacity for sustained improvement Main findings This is a good school where pupils flourish both socially and academically. Pupils are very well cared for and grow enormously in confidence. Pupils achievement is good. Children get off to a good start in the Early Years Foundation Stage and continue to make good progress in the rest of the school. They are taught well most of the time and attainment is broadly average by the end of Year. Teachers support learning well and, in the mixed-age classes, take good account of the needs of the different age groups. Skilled teaching assistants support this successfully by working with small groups of pupils. In English, pupils attainment is higher in reading than in writing. There is a strong and effective focus on developing reading skills, but in writing, although progress is generally good, there are some missed opportunities to extend learning, especially for more-able pupils at the end of lessons when they have finished their work. The curriculum includes good links between different subjects that make learning interesting and relevant to pupils, but there are too few opportunities to write. This also slows the pace at which writing skills improve. Pupils are superb ambassadors for the school. They are sociable and polite and their great enjoyment of school is reflected in very high rates of attendance. Systems for safeguarding pupils are good and this means that pupils feel very safe at school. Pupils very enthusiastically take on responsibilities and make a good contribution to the community through, for example, the activities of the enthusiastic school council. In the well-managed Allsorts Club, adults plan interesting activities that pupils enjoy. Safety is given a high priority and the needs of all pupils, including older pupils from the junior school, are met effectively. Provision complies with its conditions of registration. The school is successful because leaders have created an ethos in which all members of the school community and other partners are valued and respected. Priorities for development are based on good self-evaluation procedures, including the sharp use of performance data to identify any pupils who are in danger of falling behind. Subject leaders are keen and enthusiastic, but they do not have opportunities to visit lessons so that they can contribute more towards managing and improving teaching and learning. The school happily takes on new initiatives and senior leaders monitor them carefully to check that they are having the desired effect. Projects, such as a focus on boys writing and involving male role models more in pupils learning, are
Inspection report: Weybourne Infant School, 4 5 January 011 5 of 14 Inspection grades: 1 is outstanding, is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms helping to raise attainment and demonstrate the school s good capacity for further improvement. What does the school need to do to improve further? Close the gap between pupils attainment in writing and reading by ensuring that there is always enough challenge for the more-able in literacy lessons ensuring that pupils get more opportunities to write throughout the school week. Strengthen the role of subject leaders by giving them opportunities to visit lessons to monitor the quality of teaching and learning. Outcomes for individuals and groups of pupils When they start school, most children are working below the levels expected for their age. From these low starting points, pupils make good progress and are well prepared for the next stage of their education. They are well behaved and this contributes well to their good learning in lessons. In a good literacy lesson, pupils made quick progress in improving their writing skills as they became engrossed in mapping out a story about How the tortoise found his shell. They worked well with their learning buddies and spoke confidently about how they could improve their work. In a good science lesson, pupils learnt well because they were encouraged to think like scientists and to find out things for themselves. Pupils had positive attitudes towards their work and sensibly handled resources as they quickly improved their understanding of the differences between pushing and pulling. On the few occasions when learning slows, work lacks challenge, especially for the more-able. In a satisfactory literacy lesson, more-able pupils who had finished early spent too much time on low level tasks such as colouring in. Pupils with special educational needs and/or disabilities learn quickly. They are keen to learn and they make good progress in improving basic skills. Pupils in the early stages of learning English make the same progress as others in lessons. There is a good focus on developing speaking and listening skills and this has a positive effect on their learning. Pupils learn to take very good care of each other and they play together sensibly at playtimes. Pupils feel extremely safe at school and develop a good understanding of how to stay healthy. They talk knowledgeably about the importance of eating a balanced diet and participate enthusiastically in physical activity.
Inspection report: Weybourne Infant School, 4 5 January 011 6 of 14 Inspection grades: 1 is outstanding, is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms These are the grades for pupils outcomes Pupils achievement and the extent to which they enjoy their learning Taking into account: Pupils attainment 1 The quality of pupils learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 1 Pupils behaviour The extent to which pupils adopt healthy lifestyles The extent to which pupils contribute to the school and wider community The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils attendance 1 1 The extent of pupils spiritual, moral, social and cultural development 3 How effective is the provision? In this small school, its size is its strength. Adults know every pupil and willingly go the extra mile to ensure that pupils are happy and very well cared for at school. This is supported well by a good partnership with outside agencies to support pupils who are finding home or school life difficult. Strong links with others schools help to ensure that pupils are well prepared for their move to junior school. At Allsorts Club, pupils are treated well and there is a happy atmosphere, with good account taken of differing needs. Teachers plan and prepare very thoroughly for lessons. There is a good pace to learning in most lessons and teachers very imaginatively bring subjects alive through the good use of resources such as interactive whiteboards. Teachers have good systems for assessing pupils learning. They use this information effectively to plan the next stages in learning, although there are still occasions when there could be greater challenge for more-able pupils. Although there is little written marking in books, teachers give pupils good verbal feedback as they are working, ensuring that they understand what they need to learn next. Leaders have improved the curriculum since the last inspection by ensuring that information and communication technology is fully integrated into everyday learning. The school continues to make good links between different subjects by, for example, expecting pupils to apply their numeracy skills in science lessons. However, there are too few opportunities for pupils to write at length or for different purposes and this 1 The grades for attainment and attendance are: 1 is high; is above average; 3 is broadly average; and 4 is low
Inspection report: Weybourne Infant School, 4 5 January 011 7 of 14 Inspection grades: 1 is outstanding, is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms slows learning. Clubs and visits effectively enrich the curriculum and contribute enormously to pupils enjoyment of school. Good partnerships with other schools and groups enrich the curriculum in subjects such as music and physical education. These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1 How effective are leadership and management? This is a school that is not standing still and continues to strive to improve. The school s ambitions and its strong drive for improvement are firmly embedded, with members of staff working together well to ensure that priorities are tackled quickly. Self-evaluation is well established, although senior leaders undertake all monitoring of teaching and learning and this means that subject leaders are not able to develop a rounded picture of provision in their areas of the curriculum. Governance is good. The governing body is kept well informed by the headteacher and is becoming increasingly confident about carrying out its own monitoring activities. The school promotes equality and tackles discrimination successfully. Senior leaders are very thorough in their use of data so that they can be sure that progress is even across the school. There is no discrimination because pupils learn to respect and understand different beliefs. As one pupil said, We all get on well together. This helps the school to make a good contribution to community cohesion. Leaders are very responsive to local needs and work very closely with parents and carers. They ensure that pupils develop a good understanding of their place in the world and are now working with other local schools to strengthen this further. The school has good safeguarding procedures. From the moment adults or pupils enter school or Allsorts Club, leaders do all they can to ensure that pupils and adults are able to work in a safe and secure environment. The school is rightly now working to ensure that written policies for Allsorts Club fully reflect current school practice. These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities
Inspection report: Weybourne Infant School, 4 5 January 011 8 of 14 Inspection grades: 1 is outstanding, is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms met The effectiveness of the school s engagement with parents and carers The effectiveness of partnerships in promoting learning and well-being The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures The effectiveness with which the school promotes community cohesion The effectiveness with which the school deploys resources to achieve value for money Early Years Foundation Stage Children make good progress in the Early Years Foundation Stage because they are taught well and benefit from a rich and exciting curriculum. Children s attainment at the end of the Reception year has been rising for the last three years and it is now broadly average. Although children are taught in two classes for some of the time, they can also work together, helping them to form friendships and to have access to the same good quality activities both indoors and outdoors. In both classes, teachers plan work that is exciting and engaging. Teaching takes good account of differing needs, although just occasionally, when children are being taught as a large group, the work is not pitched at the right level for all. There is a good focus on supporting children in the early stages of learning English, helping them to make good progress. There is a very happy atmosphere in lessons. Children go about their chosen tasks with great purpose and enjoyment and develop good confidence. Children are given many opportunities to explore their own ideas, when, for example, counting coins or looking at the properties of different materials. This is most effective when adults intervene at just the right time to move learning on. When this does not happen, children begin to lose interest and a few begin to move purposelessly from activity to activity. Children in the Early Years Foundation Stage who attend Allsorts Club either before or after school are given age-appropriate activities which they enjoy. Leaders have a good impact on provision. They monitor children s learning carefully and make sharp use of data to identify any minor dips in progress as soon as they arise so that they can be tackled quickly. These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage
Inspection report: Weybourne Infant School, 4 5 January 011 9 of 14 Inspection grades: 1 is outstanding, is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms Views of parents and carers Nearly all parents and carers who returned the Ofsted questionnaire are very pleased with the work of the school. Positive comments included, My children love school and are treated as individuals, the school has very strong leadership and a real commitment to learning, and, Allsorts Club is excellent.
Inspection report: Weybourne Infant School, 4 5 January 011 10 of 14 Responses from parents and carers to Ofsted s questionnaire Ofsted invited all the registered parents and carers of pupils registered at Weybourne Infant School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 4 completed questionnaires by the end of the on-site inspection. In total, there are 10 pupils registered at the school. Statements Strongly Strongly Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 9 69 1 9 1 0 0 The school keeps my child safe The school informs me about my child s progress My child is making enough progress at this school The teaching is good at this school The school helps me to support my child s learning The school helps my child to have a healthy lifestyle The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) The school meets my child s particular needs The school deals effectively with unacceptable behaviour The school takes account of my suggestions and concerns The school is led and managed effectively Overall, I am happy with my child s experience at this school 9 69 13 31 0 0 0 0 0 48 18 43 3 7 0 0 19 45 1 50 1 0 0 3 55 18 43 1 0 0 3 55 19 45 0 0 0 0 8 67 14 33 0 0 0 0 18 43 3 55 0 0 0 0 0 48 1 50 1 0 0 5 17 40 0 0 0 0 14 33 4 57 5 1 3 76 8 19 0 0 0 0 9 69 1 9 1 0 0 The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
Inspection report: Weybourne Infant School, 4 5 January 011 11 of 14 Glossary What inspection judgements mean Grade Judgement Description Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils needs. Grade Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves. Overall effectiveness of schools Overall effectiveness judgement (percentage of schools) Type of school Outstanding Good Satisfactory Inadequate Nursery schools 59 35 3 3 Primary schools 9 44 39 7 Secondary 13 36 41 11 schools Sixth forms 15 39 43 3 Special schools 35 43 17 5 Pupil referral 1 4 9 9 units All schools 13 43 37 8 New school inspection arrangements were introduced on 1 September 009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 009 to 31 August 010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.
Inspection report: Weybourne Infant School, 4 5 January 011 1 of 14 Common terminology used by inspectors Achievement: Attainment: Capacity to improve: Leadership and management: Learning: Overall effectiveness: Progress: the progress and success of a pupil in their learning, development or training. the standard of the pupils work shown by test and examination results and in lessons. the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement. the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school. how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners. inspectors form a judgement on a school s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be. The school s capacity for sustained improvement. Outcomes for individuals and groups of pupils. The quality of teaching. The extent to which the curriculum meets pupils needs, including, where relevant, through partnerships. The effectiveness of care, guidance and support. the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils attainment at the end of a key stage with their attainment when they started.
Inspection report: Weybourne Infant School, 4 5 January 011 13 of 14 This letter is provided for the school, parents and carers to share with their children. It describes Ofsted s main findings from the inspection of their school. 6 January 011 Dear Children Inspection of Weybourne Infant School, Farnham GU9 9DA Thank you for welcoming us to your school and for being so willing to talk to us. You were very polite and friendly and we enjoyed looking at your work. We agree with you that your school is good and that you are very well cared for. These are some of the things we found out about your school Children in the Reception year settle well and make good progress. In Years 1 and, good teaching helps you to learn new things quickly. You are very happy at school because adults make learning fun. You feel very safe and take responsibility well. All of the adults in the school are very kind and they give you good help when you are struggling with your work. You have a fun time in Allsorts Club where adults take good care of you. The school is well led and managed and adults are working hard to make the school even better. Your parents and carers are very pleased that you come to this school. This is what we have asked your school to do next Make sure that teachers give you plenty of chances to write each week and plan literacy work that is not too hard or too easy for you. Give teachers who are in charge of subjects more time to visit lessons so that they can see how well you are learning. You can help your teachers by continuing to be so enthusiastic in lessons. I hope your singing at the Farnham Music Festival goes well! Yours sincerely Mike Capper Lead inspector
Inspection report: Weybourne Infant School, 4 5 January 011 14 of 14 Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 13 434, or email enquiries@ofsted.gov.uk.