|Name||Alexandra Infants’ School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||13 July 2016|
|Address||Melville Road, Normacot, Stoke-on-Trent, Staffordshire, ST3 4PZ|
|Religious Character||Does Not Apply|
|Number of Pupils||208 (47% boys 53% girls)|
|Number of Pupils per Teacher||18.1|
|Academy Sponsor||The New Guild Trust|
|Percentage Free School Meals||17.8%|
|Percentage English is Not First Language||63%|
Information about this school
This is a smaller than average infant school. The school has been led by an acting executive headteacher since September 2015. She is supported on a day-to-day basis by a head of school. A new governing body was appointed in January 2016. The school will operate under this governing body through a federated arrangement with a local junior school from September 2016. The proportion of pupils supported by the pupil premium funding is above the national average. This is additional government funding for pupils known to be eligible for free school meals and those who are looked after by the local authority. The proportion of pupils who have special educational needs and/or disabilities is higher than average. A large majority of pupils are from minority ethnic groups. Just over half of the pupils are of Pakistani heritage with most other pupils from either White British or ‘White other’ backgrounds. The proportion of pupils who speak English as an additional language is high, being three quarters of those at the school. The school does not meet requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils do not make good progress in key stage 1. This is particularly the case in mathematics. Pupils have too few opportunities to think hard and deeply about their mathematical work to help them achieve well. Teaching in key stage 1 requires improvement. Work set for pupils lacks challenge. Time in lessons is not used to good effect. Pupils are not moved on quickly to harder work. Some pupils lose interest in learning or are not clear about what they need to do. In lessons in key stage 1, some pupils do not behave well. Not all teachers manage pupils’ behaviour effectively or consistently promote good behaviour. Disadvantaged pupils do not achieve well in key stage 1. Although they are starting to narrow, wide gaps exist between the standards of work achieved compared to that of other pupils nationally. Despite recent improvements, attendance remains below average. The proportion of pupils who are frequently absent is above average. The curriculum does not provide good opportunities for pupils to use and apply their reading, writing and mathematical skills. The school has the following strengths Through their decisive and well-judged actions, senior leaders have made important improvements to the school in a short time. Teaching is improving and standards are rising. Children now make consistently good progress in the early years as a result of successful teaching and strong leadership. Disadvantaged children achieve very well in this key stage. The teaching of reading, including phonics (letters and the sounds they make), has strengthened and is effective. Pupils’ reading skills are improving at a good rate. Effective support, well managed by the head of school, ensures that pupils who have special educational needs and/or disabilities do well. Governors have a clear understanding of their roles and have made a strong start in their work to improve the school’s performance. Leaders ensure that the arrangements for safeguarding pupils are effective. Pupils are well cared for and feel safe.