|Name||Warren Mead Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 March 2011|
|Address||Partridge Mead, Banstead, Surrey, SM7 1LS|
|Religious Character||Does Not Apply|
|Number of Pupils||204 (47% boys 53% girls)|
|Number of Pupils per Teacher||21.8|
|Academy Sponsor||Oaks Academy Trust|
|Percentage Free School Meals||2%|
|Percentage English is Not First Language||7.8%|
Information about the school
Warren Mead Infant is an average-size school and pupils come from mostly White British heritages. A very small proportion of pupils do not speak English as an additional language, but none are in the early stages of learning English. The proportion of pupils known to be eligible for free school meals is below average, and a below average proportion have special educational needs and/or disabilities. The school has Healthy Schools status.
Warren Mead Infant is a good school. It is improving and has many excellent features. In particular, the school provides outstanding care, guidance and support and this is underpinned by exceptionally strong partnerships with external services. Parents and carers are pleased with the quality of education it provides. One parent or carer wrote, ’The staff are extremely caring and supportive and the teaching is very good.’ Another wrote, ’This school understands the importance of parental involvement in children’s education’, which reflects the excellent way the school involves parents and carers in pupils’ learning. Pupils’ attainment is above average, and is generally rising, despite the dip in the end-of-Year 2 assessments in 2010. The school has reversed the fall and dealt well with differences in performance between subjects. It has gone some way towards dealing with the relatively lower attainment of boys compared with girls. However, there is still a gap in performance with some boys not explaining their ideas or understanding in enough depth and detail. This is most noticeable in their speech, and to a lesser extent in their writing. Pupils of all abilities and from all backgrounds make good progress, and occasionally their progress is excellent. Overall pupils’ progress is improving. Good and occasionally outstanding teaching contributes to pupils’ improving progress. Lessons are usually challenging and interesting and, for the most part, assessment information is used well to plan work matched to pupils’ needs. However, occasionally the range of activities is not wide enough to meet all pupils’ needs by ensuring they all stay focused on the learning objectives. Sometimes, the time spent in whole-class discussion is too long and boys in particular lose concentration. Learning is generally best when pupils work in small groups. Marking is thorough in literacy and gives pupils good information about how well they are doing and how to improve. It is not so detailed in numeracy and often does not tell pupils how to improve their work. Nevertheless, pupils have a good grasp of their targets and what the next steps in learning are because teachers explain verbally what needs to be done next. Relationships are good and pupils are confident learners. The curriculum provides a wide range of activities to make learning enjoyable and to develop good literacy, numeracy and computer skills. Pupils come to school enthusiastically. Their attendance is above average and they behave well. They say they always feel safe and that there is never any bullying. They are very considerate towards each other, take on responsibilities willingly and carry them out remarkably well. They make extremely good contributions to the school and wider community; some were involved in interviewing the headteacher. The great majority of pupils have an excellent understanding of the importance of healthy eating and exercise. Leaders and managers are effective and the headteacher provides excellent direction for school improvement. The school’s self-evaluation is accurate and has led to effective action in improving the school’s work, and pupils’ progress. The governing body is very well-informed and supportive, and provides a high level of challenge for the headteacher and school. Given the improvements made in attainment and progress, and the school’s focused action to maintain development, the capacity for further improvement is good.