Christ Church (Church of England) Infant and Nursery School
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About Christ Church (Church of England) Infant and Nursery School
Christ Church (Church of England) Infant and Nursery School
Christ Church (Church of England) Infant and Nursery School continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now.
The school's next inspection will be a graded inspection.
What is it like to attend this school?
Pupils at Christ Church feel happy and enjoy school. There is a strong sense of pastoral care across the school, which reflects the school's Christian values.
A comment made by a parent was shared by many others: 'The Nursery provides pupils with a super start to a child's learning, teaching them important values of caring, co...operating and loving one another.'
Pupils meet leaders' high expectations for behaviour. Teachers make sure that pupils follow the school rules, but also support pupils who need help to manage their own behaviour.
The school is therefore a calm and orderly place in which to learn. Pupils say that bullying does not worry them. They know that leaders will respond to any incidents of bullying and take effective action.
Parents and carers know that their child is safe in school.
Leaders are highly ambitious for what pupils can achieve. All pupils, including those with special educational needs and/or disabilities (SEND), achieve well.
Pupils thrive academically and socially. Pupils' experiences are broadened by trips and visitors in school. For example, pupils took part in a music workshop, and a local author came into school to share her book with the pupils.
Pupils value these experiences.
What does the school do well and what does it need to do better?
All pupils, including those with SEND, study a wide range of subjects alongside their peers. Leaders make sure that subjects are planned and sequenced well.
As a result, teachers are clear about what to teach and when to teach it. The things pupils learn build on what they have learned before. Leaders have created an environment in which pupils enjoy learning.
They speak with enthusiasm about school. 'I love maths,' was a view shared by many pupils.
Adults use a variety of ways to check pupils' learning.
For example, they use questioning well in lessons to check pupils' understanding and deepen their knowledge. However, occasionally, in some lessons, the work set for a few pupils is too easy. This limits their progress.
Children get off to a good start in Nursery. Adults are highly attentive and know how to support all children effectively. Leaders check whether children in early years and pupils in the rest of the school need extra support.
They make sure that pupils who require more help get it. Staff seek specialist advice from external agencies when needed. For example, the speech and language therapist gives advice about how to meet pupils' additional needs.
Teachers and teaching assistants use this advice well to plan additional support for those who need it. As a result, pupils with SEND achieve well.
Leaders have successfully prioritised reading.
All classrooms have a reading area. Leaders have purchased more books for pupils to take home to read. This means that pupils have a wider choice of books to read that match their reading ability.
Children in Nursery quickly develop a love of reading. Adults base children's learning around different stories each week, such as 'The Three Little Pigs'. A highly effective reading programme is in place.
Staff receive regular, useful training on how to deliver the programme. Leaders check how well pupils are reading. They put appropriate support in place if needed.
Consequently, pupils are developing into confident, fluent readers.
Leaders provide many high-quality opportunities for pupils' moral, social and cultural development. Very clear routines and structures help children to settle well into early years.
Adults teach children how to take turns and share toys. They play well together and are caring towards each other. For example, children help each other to put on their coats before they go outside.
These high expectations for pupils' conduct continue throughout the school. Pupils live up to these expectations. Behaviour at all times is good.
Little learning time is lost.
Pupils are well prepared for life in modern Britain. For example, they celebrate Diwali and the links with a school in Kenya is helping pupils to learn about life in different cultures.
Leaders teach pupils how to be responsible, active citizens by raising money for charity.
Governors are highly committed to ensuring that the school continues to improve and that pupils achieve well. They provide leaders with an appropriate balance of support and challenge.
Governors make sure that pupils have a well-resourced environment in which to learn. Governors and leaders consider staff workload and well-being. Governors check on the well-being of senior leaders.
Senior leaders in turn check on the staff. As a result, staff feel valued and respected. All staff are proud to work at the school.
The arrangements for safeguarding are effective.
Leadership of safeguarding is strong. Staff report concerns, confident in the knowledge that leaders will take effective action.
Leaders make sure that staff have regular training. The school completes all the appropriate checks on all adults who work at or visit the school.
Pupils are taught how to keep themselves safe through lessons and visitors who come into school to speak to them.
For example, when working online, pupils know that they need to check with an adult first before they go to a new website. As a result, pupils say that they feel safe.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Occasionally, in some lessons, the work set for a few pupils is too easy.
This hinders these pupils in achieving their full potential. Leaders need to ensure that teachers use assessment consistently well across all subjects to plan learning activities that are precisely matched to pupils' ability.
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in March 2012.
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