Queenswell Infant & Nursery School


Name Queenswell Infant & Nursery School
Website http://www.queenswellinfantandnurseryschool.co.uk/
Ofsted Inspection Rating Good
Inspection Date 23 April 2012
Address Sweets Way, Whetstone, London, N20 0NQ
Phone Number 02084450524
Type Primary
Age Range 3-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 264 (50% boys 50% girls)
Number of Pupils per Teacher 21.8
Local Authority Barnet
Percentage Free School Meals 19.9%
Percentage English is Not First Language 65.5%

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.

Key findings

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.