Shelton Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Shelton Infant School is a happy and friendly school.

The school's aims of 'achieve well, aim high and have fun' encourage all pupils to get the most out of school life. Pupils say that they like school because it is 'fun'. They enjoy the range of creative activities on offer, such as the big art projects they complete.

Pupils are polite and well mannered. They behave well in lessons and understand what is expected of them as they move around school. Pupils say bullying does not happen at their school.

They know who to approach should they have any worries or concerns.

The school provides a wealth of memorable experiences that develop the 'whole chil...d'. For example, pupils look forward to the many extra-curricular clubs.

They enjoy earning credits towards their 'Shelton university graduation'. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) access these clubs.

In some subjects, learning is well planned.

This is not the case in all subjects.

Parents and carers are overwhelmingly positive about the school. They say that staff know and care for their children well.

One parent, typical of many, commented, 'I could not have wished for a better start to my child's education.'

What does the school do well and what does it need to do better?

Leaders have prioritised reading. They promote a love of reading by involving parents in reading events at school.

This helps parents understand how to help their children with reading at home. 'Awesome authors in class' encourages pupils' love of reading.

Staff have received training in the new early reading programme.

Leaders have ensured that books are well matched to pupils' reading knowledge. The school's 'reading squad' ensures that all pupils read to an adult frequently. However, pupils at the early stages of reading do not get enough opportunities to re-join the words they sound out.

Readers who have fallen behind in reading do not catch up as quickly as they could.

In mathematics, leaders have thought carefully about what pupils should learn and know as they move through the school. Teachers skilfully ask questions to develop pupils' language and knowledge.

For example, while children in Nursery weighed teddy bears, adults supported the children to use the language of weight, height and length accurately.

In some subjects, such as science, leaders have identified what pupils should know from early years to Year 2. However, this is not consistent across all subject areas.

Leaders have outlined what pupils need to know by the end of the year in each subject. However, leaders have not identified the steps needed to reach these end points.

Some subject leaders are at the early stages of curriculum development.

They do not make checks on how well their subject is being implemented. In these subjects the curriculum is not sequenced in sufficient detail.

Adults in the early years develop positive relationships with families.

Children respond well to the routines and expectations. However, the early years curriculum does not sufficiently outline what children should know and remember so that they are ready for Year 1.

The school is inclusive.

The special educational needs and/or disabilities coordinator (SENDCo) ensures that pupils with SEND receive an appropriate curriculum that is coherent and meets their specific needs. Pupils who need help to manage their behaviour are well supported.

Pupils learn about how to stay safe online.

They understand that their bodies need regular exercise and a healthy diet. Leaders have ensured that the school's curriculum helps pupils to understand different faiths and cultures. Pupils have opportunities in the curriculum to understand what it means to be a responsible citizen.

Governors regularly ask questions on the information they receive. They are developing their understanding of the school's curriculum so they can make further checks.

Senior leaders are considerate of staff workload and well-being.

Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know their pupils and families well.

This helps them to identify any issues and put in the necessary support quickly. Leaders work with other agencies to support families and ensure that all pupils are safe.

Staff receive regular updates and training in safeguarding.

They know how to identify children who may need help. All staff are vigilant and look out for signs that may indicate a child is at risk.

Leaders have introduced a new system for recording safeguarding concerns.

They are ensuring that the different systems they use for gathering information around attendance, behaviour and safeguarding help them to understand pupils' needs.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approach to the teaching of early reading is not yet consistently implemented. Pupils at the early stages of reading do not receive sufficient practice to blend words back together.

This does not help pupils to learn to read quickly and efficiently. Leaders should ensure that the phonics programme is implemented consistently. They should check that there are enough opportunities for pupils at the earliest stages of reading to decode and blend words, so that they learn to read quickly and confidently.

• The knowledge that leaders want pupils to know and remember is not clearly identified and carefully sequenced in all subjects, including in the early years. This hinders pupils from building key knowledge in a subject from early years to Year 2. Leaders need to ensure that the content of all subject plans is carefully sequenced, so that pupils know and remember more over time.

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