Alexandra Infant School

Name Alexandra Infant School
Ofsted Inspection Rating Good
Inspection Date 09 May 2018
Address Kent House Road, Beckenham, Kent, BR3 1JG
Phone Number 02087784714
Type Academy
Age Range 5-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 19.1
Academy Sponsor Nexus Education Schools Trust
Local Authority Bromley
Percentage Free School Meals 9%
Percentage English is Not First Language 6.3%
Persisitent Absence 9.5%
Pupils with SEN Support 22.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The school converted to an academy on 1 December 2013 and joined the Nexus Education Schools Trust on 1 May 2018. The headteacher was appointed in September 2017. A local committee is in place and members of this committee are responsible to the board of trustees of the Nexus Education Schools Trust. The school has a specialist resource provision for 18 pupils who have autistic spectrum disorder. The proportion of pupils who have SEN and/or disabilities is below the national average, while the proportion of pupils who have an education, health and care plan is well above the national average. The proportion of pupils who are eligible for free school meals is below average.

Summary of key findings for parents and pupils

This is a good school The recently appointed headteacher has taken effective action to reverse swiftly the trend of declining standards. She is ably supported by the deputy headteacher. The members of the local committee know the school’s strengths and areas for improvement well. They are supported well by the Nexus Trust to fulfil their governance responsibilities. Teaching and learning are consistently good across the school. This has resulted in pupils making strong progress in English, mathematics and a wide range of subjects. Leadership of the special educational needs provision, both in the school’s specialist resource provision and the main school, is effective. Pupils who have special educational needs (SEN) and/or disabilities make good progress in their learning. Pupils are exceptionally well behaved in lessons and around the school. They are respectful, polite and well mannered. Pupils show excellent attitudes to learning. Pupils say that they feel safe at school. They learn in a calm environment and share very positive relationships with their peers and adults. Leaders’ work to develop pupils’ spiritual, moral, social and cultural values is effective. The curriculum is skilfully organised. It offers pupils opportunities to develop their knowledge, understanding and skills in a wide range of subjects. Subject leaders have been recently appointed to their roles. They have begun to monitor the quality of teaching and progress in their respective subjects. Nevertheless, it is too soon to evaluate the full impact of their work on pupils’ outcomes. Pupils learn a range of mathematical concepts and topics according to the standards expected for their age. They are given opportunities to apply their mathematical knowledge and skills to solve problems. However, there are uneven levels of challenge offered to pupils to deepen their learning. At times, this stops them from making even better progress and reaching the greater depth standard. Children in the early years make strong progress and are taught well. However, sometimes learning time is wasted because : adults’ expectations on children’s behaviour are inconsistent. This prevents children from making even better progress.