Alexander First School

Name Alexander First School
Ofsted Inspection Rating Good
Inspection Date 04 June 2013
Address Kenneally, Oakley Green, Windsor, Berkshire, SL4 4XP
Phone Number 01753852894
Type Primary
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 130 (50% boys 50% girls)
Local Authority Windsor and Maidenhead
Percentage Free School Meals 7.1%
Pupils with SEN Support 29%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Alexander First School is smaller than the average first school. Most pupils are from a White British background. The vast majority of pupils are from families serving in the armed forces, and an above average proportion of pupils joins or leaves the school at times other than the usual time of entry. The proportion of pupils for whom the school receives the pupil premium (additional government funding to help certain groups) is above average. In this school it applies mostly to pupils from service families, plus a small number of pupils known to be eligible for free school meals. The proportions of disabled pupils and those who have special educational needs supported through school action, and through school action plus or with a statement of special educational needs, are below average. The school runs a breakfast club for its pupils, managed by the governing body. There are five classes. There is one class for the nursery and reception children in an Early Years Foundation Stage unit. Years 1, 2, 3 and 4 are taught in single-aged classes. The headteacher was appointed in June 2012 after a period of two years as acting headteacher. Since the last inspection four new teachers have been appointed.

Summary of key findings for parents and pupils

This is a good school. The headteacher’s clear focus on consistently raising pupils’ achievement and aspirations is shared by staff, senior leaders and members of the governing body. Good leadership of teaching and learning, together with effective management of teachers’ performance, has ensured that teaching is consistently at least good and a small amount is outstanding. Regular checks on learning highlight any underachievement. Good support by skilled teaching assistants helps to close learning gaps quickly. The enthusiasm and good subject knowledge of all teachers ensure that pupils make good progress in reading, writing and mathematics. The ‘nurture group’ plays a major part in ensuring that vulnerable pupils are ready to learn. All staff are well trained in how to manage challenging behaviour and this, together with the school’s caring atmosphere, creates a secure, calm learning environment. Children in the Nursery and Reception class benefit from well-planned, lively activities which ensure that they are happy and settled and make a good start to their education. Close and productive partnerships with parents and carers play an important part in children’s learning. It is not yet an outstanding school because: Not enough teaching is outstanding to ensure all pupils learn exceptionally well. Occasionally the most able pupils are not given harder work to challenge them. Teachers give helpful guidance when marking pupils’ work, but do not always allow them enough time to respond. In mathematics, teachers do not always ensure that pupils’ basic skills are secure before moving on to the next step in learning, or show pupils clearly how to carry out their independent work.