Maidenbower Infant School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils arrive every day excited and eager to meet their friends in this caring and happy school. Relationships between staff and pupils are warm and respectful.

The atmosphere around classrooms and corridors is calm and harmonious. The school values of curiosity, respect, kindness and ambition are part and parcel of everyday life. Pupils feel safe.

Playtimes are happy occasions. For example, older pupils set up games for others to enjoy. Pupils take time to relax in the sensory den and outdoor reading area.

They are clear that staff deal with any incidents of bullying or poor behaviour quickly.

Pupils learn about the importance of exercise and health...y eating. They know how to look after their mental health.

Younger children talk maturely about their achievements and feelings. They proudly showcase their work on the 'Proud Patch'.

Clubs such as 'multi sports' and 'rhythm masters' help pupils develop their interests.

Pupils learn to look after the environment. They relish their roles as eco-warriors, playground angels and monitors. Trips to museums, the planetarium and art galleries bring learning to life.

Pupils have not learned as well as they might. Leaders' work to develop the curriculum is not as honed as they would like it to be.

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

New leaders understand how pupils learn and how the curriculum should be structured.

They are taking the right steps to identify precisely what pupils must remember, and they use curriculum leaders effectively to support teachers to develop strong subject knowledge. Where this work is already completed, for example in mathematics and physical education (PE), teachers know exactly what to teach and what to revisit so that pupils remember key learning. They check what pupils know through quizzes and games.

They revisit any areas where pupils' knowledge is less secure. However, there is still work to do to improve the curriculum in a number of subjects to deepen pupils' learning. Leaders are working hard to ensure all pupils benefit from the curriculum by attending regularly.

Any pupils who are identified as having special educational needs and/or disabilities (SEND) learn the same curriculum as their peers. Teachers know how to help pupils with SEND by, for example, breaking topics down into smaller steps. Leaders carefully monitor any additional support for pupils with SEND to make sure it is effective.

Leaders keep the teaching of early reading high on their agenda. A new phonics programme was introduced during the last school year. This is being taught well.

In early years and Year 1, pupils are at the right stage for their age. Staff are becoming experts in early reading. They notice if any pupil falls behind and give them the extra help they need to keep up.

Pupils read books that match the sounds they are learning. They also enjoy choosing books from class reading areas or the well-stocked school library. Leaders match high-quality stories, poems and information texts to topic areas to ensure pupils learn important new vocabulary.

Pupils put their new vocabulary to use in discussions and debates. However, there are some older pupils whose reading is not as fluent as it should be because they did not benefit from effective phonics teaching from the word go.

Children in early years thrive in all areas of the curriculum.

Staff know children well and what they need to learn next. They skilfully plan learning which sparks children's interest. For example, children are fascinated when testing how ice melts using their first-hand experience.

Staff interact with pupils to awaken their curiosity by asking 'I wonder' questions to promote discussion.

Leaders promote pupils' personal development well. Pupils regularly collect donations for charities they support.

They learn about different religions, cultures and festivals. Pupils debate topics such as fairness and equality. They use their democratic voice to elect members of the school council.

Pupils understand how people are different and the importance of individual choice. As one Year 2 pupil said, 'Everyone is different and that is what makes us special.' They are well prepared for life in modern Britain.

Pupils learn how to take care of their physical and mental health. They know the importance of eating healthy meals and exercising. Children in Nursery are encouraged to reflect and relax in the sensory den.

Governors have a strong strategic vision for the school. They have a clear understanding of the school's priorities and areas that need to improve further. Governors provide leaders with an effective balance of support and challenge.

They are committed to all staff having the training they need so that pupils get the best teaching possible. Staff value being supported to develop the curriculum. They feel motivated and appreciated by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure all staff are well trained. There is a strong culture of vigilance in all areas.

Staff are knowledgeable about risks in the local area and know how to report the slightest concerns they might have. Leaders act swiftly when concerns are reported. They work well with external agencies, so pupils and their families have the help and support they need.

Leaders carry out rigorous checks to make sure that adults are qualified to work with children. Pupils learn about healthy relationships. They know how to keep safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, leaders have only recently determined the exact progression of knowledge and skills. As a result, pupils are not always able to remember previous learning and make links with new learning. Leaders should continue with their work to make sure that teachers know what and how they should be teaching in all subjects.

• Some older pupils did not experience a high-quality early reading curriculum when they started school. They do not read with the fluency and comprehension expected for their age. Leaders should continue to ensure expert support for all pupils so they can read well enough to access the curriculum.

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