Meonstoke Church of England Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy, and love their school.

They have a good understanding of their school values of 'love, respect and courage', and this is demonstrated through the warm and caring relationships around the school. These values underpin the curriculum and are threaded through everything pupils do in their learning. Pupils feel safe, and know whom they can go to if they have any worries or concerns.

The school behaviour rules of 'ready, respectful and safe' are clearly understood by all pupils, who use the rules in everyday situations. One parent commented that her child uses them at home as well. Pupils said that behaviour was good and that everyone was kind.

P...upils who may find self-regulation a challenge are well supported by leaders and staff. Pupils said that bullying does not happen and feel that any friendship fallings out would be quickly sorted out by staff. They are confident that teachers would help them if needed.

Relationships are warm and caring between pupils. They play well together at breaktimes. There are many activities pupils can choose from, such as Lego, car racing tracks and reading, to engage their imaginations.

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

Leaders have mapped out an ambitious curriculum that caters for all pupils in the school, including those with special educational needs and/or disabilities (SEND). Leaders have great subject knowledge and a passion for the subjects they lead. They have carefully considered how skills and knowledge are built on over time.

Leaders quickly identify the needs of pupils with SEND and ensure that they are well supported in class. The design of the curriculum incorporates 'growing time' for all pupils to ensure that they all keep up. There are also daily basic skills sessions for recapping prior learning, which help all pupils remember more.

The curriculum development and design have been completed recently, which means that teaching in some subjects is not as effective as it is in others. Where there are strengths, such as in mathematics, science and English, pupils' work is of a higher quality. In other foundation subjects, the planning is clearly ambitious, but not as fully embedded as it is in the core subjects.

There is variability in the quality of work pupils produce in these subjects as a result.

Reading is of high importance in this school. Children learn phonics from the moment they enter Reception class.

Leaders ensure wider opportunities are available for parents and children to understand phonics and develop a love of reading. This starts as soon as a place is offered in the summer term, before children start school, and continues with workshops and additional support. The books pupils read are carefully matched to sounds, and there are daily opportunities to read and talk about books.

Teachers ensure that there are no gaps, and will intervene and reinforce learning if needed.Children in Reception do not do well enough in most areas of learning, despite the strong start they make when learning to read. The federation early years leader is ambitious, and driven to design the best possible curriculum for all children.

However, this is not being implemented well enough in this school. Staff do not have a thorough understanding of early years practice that underpins learning. As a result, children do not make a strong start to their school journey.

However, relationships are warm and caring in the Reception class and children are supportive of each other.

Leaders and staff ensure pupils have a broad curriculum offer that supports their mental and physical health. Pupils understand how they are feeling, and share that with adults in school.

Pupils have many opportunities to be active, completing physical activities during learning time. They have a broad understanding of how physical activity keeps you happy. Pupils also clearly understand differences, and know to respect everyone no matter where they come from or how different they are.

Leaders and governors have worked to develop a new leadership structure across the federation. As a result, leaders have begun to ensure consistency for the curriculum and the pupils at this school. Staff have a wide training offer and value the time they are given to carry out their subject leader roles.

Staff feel their work-life balance is supported, and are all proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a clear culture across staff and governors whereby they are fully aware of their responsibilities in keeping pupils safe.

Staff receive yearly training, but also receive regular, weekly updates of important information. Leaders keep robust records, and follow up concerns quickly and tenaciously. Governors assure themselves through audits and visits that safeguarding practices are embedded.

Through the curriculum, pupils are given knowledge which strengthens their understanding of keeping safe. Pupils know not to share personal information online and know that there are people who could help them if required.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Children in early years are not achieving as well as they could.

The learning needs of children in early years are not underpinned by effective early years pedagogy and practice. Leaders should enable staff to develop their expertise in early years pedagogy and provide clear teaching sequences to improve learning and outcomes for children. The curriculum design is relatively new, so pupils have not developed detailed knowledge across the curriculum.

As a result, pupils do not achieve well in some subjects. This is reflected in some of the work they produce. Leaders must ensure the full breadth of the curriculum is implemented across all subjects as effectively as in English, mathematics and science, so that pupils retain the key knowledge that has been set out.

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