|Name||Ormesby Village Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 March 2012|
|Address||Spruce Avenue, Ormesby St Margaret, Great Yarmouth, Norfolk, NR29 3RY|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||17.1%|
|Pupils with SEN Support||10.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a smaller-than-average infant school, where pupils in Years 1 and 2 are taught in three mixed-aged classes. The organisation of the classes varies from year to year to accommodate the changing number of pupils on the school’s roll. Most pupils are White British and the proportion with minority ethnic heritage is much lower than in most schools. The proportion of pupils known to be eligible for free school meals remains below average but is rising each year. The proportion of disabled pupils and those who have special educational needs is below average, although the proportion of pupils with statements of special educational needs is in line with similar schools. There are many more girls than boys currently in Key Stage 1. All the teachers were working at the school at the time of the last inspection. At present, the headteacher has a teaching commitment for two days each week. There is a privately run pre-school on site, which also provides a breakfast and after-school club. This provision is inspected separately.
This is a good school. It has successfully built on the strengths identified at the time of the previous inspection. Self-evaluation and improvement planning are rigorous and staff work together effectively to meet pupils’ pastoral and academic needs. Pupils’ spiritual, moral, social and cultural understanding is promoted well and they enjoy their learning. The school is not outstanding because there are insufficient opportunities for pupils to take responsibility for improving and extending their learning independently in Key Stage 1. A few pupils who find learning difficult struggle in acquiring knowledge of the sounds letter combinations make (phonics) because reading and spelling sessions are not always fully matched precisely to their needs. Pupils make good progress from their starting points. Standards have risen and are consistently above average by the end of Year 2. Almost all pupils and children in the Early Years Foundation Stage make good progress in lessons because they are usually taught well. Adults have high expectations of pupils’ behaviour and attitudes to learning. Good oral and written advice and questioning help pupils improve, although there are some inaccuracies in the teaching of phonics. Regular assessments enable teachers to plan lessons effectively. Pupils behave well and care for each other. They delight in their learning and carry out their duties with enthusiasm, respecting adults and each other. They are proud of their school and know that each is valued and well cared for. The headteacher and governing body have high aspirations for the staff and pupils and, through rigorous monitoring and performance management, ensure that teaching and learning are good. School performance is well managed. The curriculum ensures skills are developed progressively, and it is enlivened by involving pupils in planning the topics for each half term.