|Name||John Rankin Infant and Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 June 2017|
|Address||Garford Crescent, Newbury, Berkshire, RG14 6EX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||West Berkshire|
|Percentage Free School Meals||3.6%|
|Pupils with SEN Support||7.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. John Rankin Infant and Nursery School is a broadly average-sized school when compared with similar schools. The proportion of pupils from minority ethnic backgrounds is well below average. The proportion of pupils who speak English as an additional language is well below average. The proportion of disadvantaged pupils supported by the pupil premium is below the national average. The proportion of pupils who have special educational needs and/or disabilities is well below average. No pupils attend any alternative form of education away from the school site. The school has had significant changes in staffing from the time of the previous inspection. The executive headteacher was appointed in September 2016.
Summary of key findings for parents and pupils
This is a good school Since his appointment, the executive headteacher has brought about positive changes through his driving ambition to improve standards in the school. As a result, the quality of teaching and pupils’ progress are good and the school continues to improve. The outcomes for pupils have improved since the previous inspection. The proportion of pupils meeting the expected standards at the end of Year 2 is now higher than for other pupils nationally. Middle leaders have improved their monitoring skills through effective support and coaching. As a result, they know what they need to do to improve the school further. Governors use their wide range of skills to make a strong contribution to the school. Through focused monitoring visits, they provide effective challenge and support to the head of school. Parents say that the school keeps their children safe. Disadvantaged pupils and those who have special educational needs and/or disabilities make good progress because of the strong additional support they receive from staff. Pupils’ behaviour is good and they have positive attitudes to learning. They are polite, courteous and respectful to each other and adults. They are proud of their achievements. Teaching, learning and assessment practice are highly effective in some classes. However, this good practice is not always widely shared to help all staff to further improve their skills. For example, not all teachers consistently correct errors to move learning on. Although standards have improved, pupils do not make the same strong progress in phonics and mathematics as they do in reading and writing. The curriculum takes into account pupils’ needs and interests and prepares pupils for the next stage in their learning. However, it is not yet fully developed to enhance pupils’ literacy and numeracy skills consistently in all subjects.