Crookham Church of England Aided Infant School

Highlights from Latest Inspection

Outcome

Crookham Church of England Aided Infant School continues to be a good school.

What is it like to attend this school?

This is a nurturing, happy and caring school where pupils flourish. There is a buzz and excitement around the school, with adults and pupils working together harmoniously.

Staff ensure that pupils are at the heart of everything they do. Pupils are supportive of each other, with older pupils caring and guiding the younger ones.

The school sets high expectations for pupils.

Consequently, they behave well and work hard. Outdoors, pupils have fun together while playing with their friends. Displays in the classrooms and around the school celebrate pupils...' learning across the curriculum.

Teachers present learning in engaging ways, which motivates pupils' interests and develops their curiosity. Pupils achieve well.

Pupils feel safe in school and parents agree that they are.

Pupils are confident to talk with trusted adults if they have any worries. Teachers plan events that extend and enrich the school's curriculum, for example pupils experiencing live theatre, taking part in the local carnival and visiting the Science Museum.

Parents are overwhelmingly supportive of the school.

One parent summarised the school well by commenting, 'Such a nurturing environment. I could not imagine a nicer school for my children. All the teachers are so supportive and cheery.

My children are very happy.'

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

The school has designed an ambitious and thoughtful curriculum, starting from Reception. The curriculum ensures pupils build their knowledge and skills over time.

It is sequenced carefully. In art, for example, pupils achieve highly and enjoy drawing and sketching while developing their understanding of famous artists. In English and mathematics, staff check how well pupils are learning the curriculum in effective ways.

This means they are able to adapt future learning to meet pupils' needs. In other subjects, however, this work is not as well developed. As a result, pupils do not achieve as well as they could or acquire deep levels of knowledge.

Children get off to a flying start in the early years. They are happy and keen to learn, showing great enthusiasm. Staff evaluate children's learning carefully and provide productive opportunities to develop their knowledge.

Consequently, children develop an understanding of number, sounds and words and communication skills confidently. For example, in mathematics children learn number bonds to ten, using carefully chosen equipment to support them. This prepares them well for future learning.

In lessons, pupils are motivated and eager to participate in their learning. Pupils have opportunities to revisit key knowledge and are able to recall what they have learned. The carefully selected learning activities support pupils in strengthening their understanding.

The school provides targeted training opportunities to help staff to refine their practice. Consequently, staff have secure subject knowledge. Staff identify pupils with additional needs quickly and accurately.

They make well-considered adjustments for pupils with special educational needs and/or disabilities (SEND). As a result, these pupils receive skilled and effective support while accessing the same curriculum as their peers.

Early reading is rightly prioritised so that pupils develop a love for reading.

Reading is promoted throughout the school, enabling pupils to read widely and often. There is a consistent and effective approach to the teaching of phonics. Staff model sounds with accuracy, which helps pupils learn to read swiftly.

Those who need extra help with phonics are identified quickly and receive timely and appropriate support that helps them to catch up. Carefully chosen activities promote pupils' appreciation of reading further, including teachers sharing their favourite books with pupils.

Pupils are supported well to develop beyond their academic learning.

Fundamental British values are taught and interwoven within the curriculum, which is based on the school's values. Pupils learn about different kinds of families and have an age-appropriate understanding of healthy relationships. They know how to stay healthy and active.

Pupils understand the importance of respecting others' views and beliefs, knowing these may differ from their own. They are taught how to keep safe when, for example, using the internet and crossing roads. Pupils take on roles of responsibility, including librarians, school councillors and 'play leaders'.

They understand their responsibility to help others, such as supporting a school community in Sri Lanka.

The school is highly committed, striving for continuous improvement for the benefit of the pupils. Staff appreciate the support they receive from the school to do their jobs effectively in order to help pupils learn.

Those responsible for governance have a detailed understanding of the school's strengths and areas for development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in the foundation subjects is not as effective as in English and mathematics.

Consequently, the school does not understand precisely how well pupils are learning the curriculum over time. The school should strengthen the assessment arrangements so it is more knowledgeable about the impact the curriculum is having on deepening pupils' understanding.

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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in July 2018.

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