|Name||Queenswell Infant & Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 April 2012|
|Address||Sweets Way, Whetstone, London, N20 0NQ|
|Religious Character||Does not apply|
|Number of Pupils||264 (50% boys 50% girls)|
|Percentage Free School Meals||19.9%|
|Pupils with SEN Support||5.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Queenswell Infant School is larger than most infant schools. The proportions of pupils from minority ethnic backgrounds and those known to be eligible for free school meals are well above average. Over half the pupils speak English as an additional language and approximately 6% are at an early stage of language acquisition. The proportion of pupils supported by school action plus or with a statement of special educational needs is average. The school has a number of accreditations including the Artsmark and the Inclusion Quality Mark. A daily breakfast club and after-school club are operated by an external provider and are not part of this inspection. Since the previous inspection, there have been substantial changes to staffing and the leadership team, including the appointment of a new headteacher who took up her post in January 2011.
This is a good school. The school is not yet outstanding because, although pupils make good progress and do particularly well in reading and writing, teaching is not consistently good enough to ensure pupils make outstanding progress. Pupils do not have enough opportunities across different subjects to develop outstanding numeracy skills and to reach the higher levels for their age by the end of Year 2. Achievement is good. From well below expected starting points, pupils make good and sometimes outstanding progress so that by the end of Year 2, attainment is above average in reading and writing and broadly average in mathematics. There are no significant or consistent differences between the achievements of any groups of pupils other than for the more able in mathematics. Pupils and their parents and carers confirm that pupils feel very safe, behave well and develop very positive attitudes towards learning. Teaching is good and sometimes outstanding. In a minority of lessons, mainly in mathematics, pupils’ misconceptions are not identified and addressed quickly enough by teachers and the most-able mathematicians are not always sufficiently challenged throughout the lesson. This inhibits consistently rapid progress. Occasionally, feedback, in subjects other than writing, does not make clear to pupils what they need to do to improve their work, and pupils do not consistently respond to teachers’ comments. Good leadership and management have continued to drive improvements since the previous inspection. Leaders develop teachers’ skills well through regular and effective monitoring, performance management, personalised feedback and training. Assessment information is used effectively at termly meetings to review pupils’ progress to ensure that teachers are accountable for the progress of every pupil and that appropriate support is provided for any underachieving pupil. In this inclusive and caring learning environment, all pupils gain greatly in self-confidence because the school promotes their spiritual, moral, social and cultural development very well. The curriculum provides pupils with many enjoyable and stimulating experiences.