|Name||Chapel End Infant School and Early Years Centre|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 September 2011|
|Address||Beresford Road, London, E17 4LN|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||Waltham Forest|
|Percentage Free School Meals||16.5%|
|Pupils with SEN Support||12.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This school is above average in size. It serves a culturally diverse community. A far higher than average proportion of pupils are from minority ethnic backgrounds, with Pakistani pupils and pupils of mixed heritage representing the largest ethnic minority groups. Half of the pupils speak English as an additional language, although few are at an early stage. A higher proportion of pupils than average have special educational needs and/or disabilities, but fewer than average have a statement of special educational needs. These are mostly for speech, language and communication, or moderate learning difficulties. The proportion of pupils known to be eligible for free school meals is above average. There is a separate site accommodating an integrated Early Years Centre and a registered Nursery setting. These provisions are run by the same governing body but were inspected in two separate inspections earlier this year. The reports can be found on the Ofsted website. The substantive deputy headteacher of the infant school has recently taken up the post of acting headteacher of both sites. In consequence, some middle managers have taken up roles as acting senior managers within the school. The Early Years Foundation Stage inspected for this report comprises five Reception classes. Two of the Reception classes have just opened and are housed in the Early Years Centre. A single, annual September entry time was introduced for the Reception classes, across both sites, this term.
This is a good school, coping effectively with expansion and temporary leadership arrangements. Pupils thrive in the nurturing environment which is welcoming to all and provides a safe, friendly and stimulating haven for individuals to develop and learn. As a result, they achieve well. This is confirmed by parents and carers, one of whom explained, ’I am really happy with the school. It provides a caring and supportive environment for my child, where he is progressing and learning effectively.’ The quality of education is good because: The acting headteacher has developed a good team of staff reflecting her ambition to raise attainment while preserving the supportive, nurturing environment. The management of teaching and learning has improved since the last inspection because middle leaders are committed to this shared ambition and are more accountable, through regular, rigorous checks. The school recognises that the next step is to secure a settled leadership as soon as possible. The care, support and guidance pupils receive are clear and consistent, and pupils have a good understanding of what is expected from them as individuals. As a consequence, their good behaviour and strong social attributes make a substantial contribution to their learning. Support for families has made a good impact on pupils’ attendance, which is consistently high. A strong community partnership nurtures local engagement well and provides good support for the pupils’ learning and their personal well-being. The good Early Years Foundation Stage provision enables the children to get a good start to their education. The challenge posed by having Reception classes across two separate sites is met well by the strong early years leadership team which ensures that provision is fully linked and robustly evaluated. The curriculum throughout the school is vibrant and appealing and forms an exciting backdrop to the good teaching. Both teaching and the curriculum demonstrate features that are securing good progress and learning. Pupils are fully engaged in their learning because the well-planned activities ignite their interest. As a result, they attain broadly average standards, from an entry point into Reception when they are at generally below typically expected levels. Pupils are eager to learn, but, in a few lessons, too long is spent by the teacher recapping what the pupils already know or explaining what is to be learned, and the pace of learning slows. The provision of more challenging tasks for the most able is occasionally limited, both in the Early Years Foundation Stage and through the school. This contributes to the reasons why relatively few pupils achieve the higher National Curriculum levels. The school operates strong engagement with pupils’ parents and carers. It is aware that a small minority of parents and carers feel that they are not sure how best to support their child’s learning in numeracy or reading which, in 2010, suffered a dip. Overall, the school has good capacity to improve further. The governing body is competent and knowledgeable. It is working with the local authority to be in a position to secure permanent leadership of the school. Self-evaluation is clear and accurate and there is already evidence of positive impact of the school’s work to eliminate weaknesses in improved attainment in 2011. Staff are working together well to maintain and improve attainment further.