|Name||Ramsey Spinning Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 January 2020|
|Address||High Street, Ramsey, Huntingdon, Cambridgeshire, PE26 1AD|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||16.0|
|Academy Sponsor||The Elliot Foundation Academies Trust|
|Percentage Free School Meals||26.9%|
|Percentage English is Not First Language||11.9%|
|Pupils with SEN Support||11.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Ramsey Spinning Infant School continues to be a good school.
What is it like to attend this school?
Pupils are extremely happy at Ramsey Spinning Infant School. They arrive with smiling faces each day, and there is a delightful atmosphere in lessons. Pupils work hard and are determined to do their best. They are very courteous towards visitors.
Poor behaviour is not tolerated. Leaders and pupils are determined that it will not be a barrier to learning. Clear behaviour management strategies are followed closely by staff. Consequently, pupils’ behaviour is impeccable, both in and out of class. Pupils feel safe. There is very little bullying or falling out. Should it happen, it is dealt with quickly.
The school gives pupils plentiful opportunities to learn about the world beyond Ramsey. Pupils visit a local mosque and they learn Chinese dances as part of their New Year celebrations. Pupils talk knowledgeably about their fundraising for the David School in Sierra Leone.
Pupils are kind and caring towards each other. They enjoy talking about their work and their successes. They are especially positive about the ‘headteacher’s tea party’, which staff use to reward good work and good behaviour.
Pupils willingly take responsibility. They contribute to school improvement through the ‘Spinning parliament’. This is currently working on establishing ‘friendship teams’ to help at playtime or lunchtime.
What does the school do well and what does it need to do better?
Leaders and staff are committed to ensuring that all pupils flourish, both socially and academically. There is a strong focus on pupils’ personal development. This is evident in all aspects of the school’s work. Core values, such as tolerance and respect, are modelled by staff in their interactions with each other and with pupils. Pupils are well prepared for their transfer to the junior school.
Leaders check provision carefully. This means that they know what they still need to improve.
Staff have worked hard together to plan a curriculum that helps pupils to learn new skills quickly. Teachers know what they should teach and when. If need be, they revisit topics to reinforce prior learning before moving on to a new activity. Consequently, pupils have good recall of their previous work. In science, for example, they understand the importance of healthy eating and use scientific terms such as ‘transparent’, ‘translucent’ and ‘opaque’ accurately. As a result, most pupils achieve well. However, the curriculum and activities in lessons are not always adapted well enough to challenge the most able pupils to achieve their best.
The headteacher and staff give the teaching of reading the highest priority. Phonics is taught well across the school. Pupils quickly develop a love of reading. There is good-quality support to help pupils who are in danger of falling behind. Pupils read regularly to adults, and books are generally well matched to pupils’ phonics knowledge. There are, however, occasions when some pupils try to read books that are too difficult for them.
Children are supported well in Reception. Staff ensure that children have plentiful opportunities to improve their early number and reading skills. What they should learn, when, is mapped out clearly so that the right thing is taught at the right time. Adults plan activities that are fun and engaging. They intervene in a timely manner to move learning on when children are ready.
Skilled teaching assistants give effective support to pupils with special educational needs and/or disabilities (SEND). Provision for these pupils is planned well and takes good account of their particular needs. Disadvantaged pupils benefit from similarly tailored support.
Leaders ensure that the workload of staff is manageable. Staff appreciate the chances they get to develop their teaching expertise. They especially value opportunities to visit other schools within the multi-academy trust.
The academy trust provides effective strategic oversight of school leaders’ work. Their understanding of local issues is not as strong because the local governing body is small in size and has limited representation from the local community. The trust is reconstituting the local governing body as a community council to address this.
Parents and carers are very happy with the school and support it well. They make complimentary comments, such as ‘My children are very happy and flourishing here, and I feel that their unique backgrounds are respected’ and ‘I couldn’t have wished for a better start to my child’s education.’
The arrangements for safeguarding are effective.
The school places pupils’ care and welfare at the heart of all it does.The academy trust ensures that statutory guidance is followed. The school provides regular safeguarding training for staff. This takes account of national guidance. Staff understand the importance of being vigilant about potential concerns. They respond appropriately should any arise.
The curriculum helps pupils to learn the importance of staying safe. Pupils talk confidently about stranger-danger and the need to ‘stop, look and listen’ when they cross the road. They have a good understanding of e-safety and they know to ‘remember to surf safely’.
What does the school need to do to improve?
(Information for the school and appropriate authority)
The curriculum is not always adapted well enough for the most able pupils. Some activities are not challenging enough. As a result, few pupils reach greater depth in reading, writing and mathematics. Leaders now need to ensure that lessons are always adapted well, and pupils are given sufficiently challenging work so that a greater proportion reach the higher standards in reading, writing and mathematics at the end of Year 2. . The multi-academy trust’s central leadership team does not have secure enough systems for finding out about the school’s context. This limits their ability to tailor their support and challenge to the school, so that it takes full account of the changing needs of the local community. The trust’s leaders should ensure that local circumstances are properly understood so that support and challenge can be better adapted to suit the school. . Less-able pupils sometimes have reading books that do not match the sounds they know. They find these books too hard to read fluently, and this slows the progress they make. The school needs to improve the way reading books are organised, so that there is a sharper match of books to pupils’ phonics skills.Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged the predecessor school, Ramsey Spinning Infant School, to be good on 13–14 November 2013.