|Name||Stocksbridge Nursery Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 March 2011|
|Address||Pot House Lane, Stocksbridge, Pot House Lane, Sheffield, South Yorkshire, S36 1EJ|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||17.6%|
Information about the school
This is a larger than average-sized nursery and infant school. The proportion of pupils known to be eligible for free school meals is broadly average. The proportion of pupils with special educational needs and/or disabilities is above average. The proportion of pupils with a statement of special educational needs is below average. The percentage of pupils from minority ethnic groups is low, as is the percentage of pupils learning English as an additional language. The school has gained a number of awards, which include the Activemark and Healthy School status.
Stocksbridge Nursery and Infant School is a good school. It has a number of outstanding features; notably pupils’ excellent behaviour in lessons and around the school, the quality of the school’s safeguarding arrangements, with the result that pupils say that they feel very safe, and the exceptional care, guidance and support given to pupils. From starting points that are generally below those typical of three-year-olds, pupils make good progress as they move through the school. For the past four years, pupils have consistently reached standards that have been above those expected nationally in reading, writing and mathematics, although some of the writing and the work in mathematics seen during the inspection was of an average standard. The school has good relationships with parents and carers, many of whom made very positive spoken and written comments about the school to the inspectors. The following comment is typical, ’My children have both been to this school. My youngest is in the last year here and they have loved every minute of it, whilst getting a good, full and interesting education.’ The quality of teaching is good. Staff in the Early Years Foundation Stage promote children’s learning well in a nurturing and stimulating environment. Lessons in Key Stage 1 make good links between subjects, successfully capture pupils’ enthusiasm and tap into their interests. Teaching meets the needs of all groups of pupils well, including those of boys and of pupils who have special educational needs and/or disabilities. However, pupils are not always given clear advice about how well they are doing, shown what they need to do to improve or expected to present their work carefully and accurately. The curriculum is well-planned and makes learning purposeful, meaningful and enjoyable for pupils. It develops pupils’ basic skills well and places a strong emphasis on creative and practical activity. However, pupils do not have sufficient opportunities to develop their investigative, problem solving and recording skills in science. School leaders effectively monitor provision and outcomes, supporting and challenging where necessary. The areas for improvement from the previous inspection have been tackled successfully, the school’s target-setting procedures are rigorous and school leaders ensure that no individuals or groups of pupils are disadvantaged. Self-evaluation is largely accurate and the school has a good capacity to improve.