Forefield Community Infant and Nursery School

About Forefield Community Infant and Nursery School Browse Features

Forefield Community Infant and Nursery School


Name Forefield Community Infant and Nursery School
Website http://www.forefieldinfantschool.co.uk
Ofsted Inspection Rating Outstanding
Inspection Date 18 June 2009
Address Forefield Lane, Crosby, Liverpool, Merseyside, L23 9SL
Phone Number 01519246235
Type Primary
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Sefton
Percentage Free School Meals 5.7%
Pupils with SEN Support 12.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a larger than average size infant school. Many of the pupils come from relatively advantaged backgrounds and most are from White British heritage. A much lower than average proportion of pupils comes from a minority ethnic background. Of these, a tiny number speak English as an additional language. A much lower than average percentage of pupils are entitled to a free school meal. No pupil currently has a statement of educational needs and the proportion of pupils with learning difficulties and/or disabilities is about a third of the national average figure. The school’s Early Years Foundation Stage provision consists of two Nursery classes, one in the morning and one in the afternoon, and three Reception classes. The pupils have access to a breakfast club and an after-school club. These are not managed by the school and are not within the remit of this inspection and will be reported on separately. A copy of the report will be available on the Ofsted website. The school has the Gold Artsmark Award, NAACE status in recognition of its work in information and communication technology, the Healthy School’s Quality mark, the International School’s Award and Extended School’s Status. Since January 2009 the school has been led by an acting headteacher.

Main findings

This school continues to provide its pupils with an outstanding education. Pupils make excellent progress from their starting points. They consistently reach high standards by the end of Year 2 because of excellent teaching and an extremely rich curriculum. Overall, high quality care, very sensitive support and highly effective guidance, ensure that pupils thoroughly enjoy school, develop excellent personal skills and behave well. Parents are delighted with the school and extol its provision. The quality of display in classrooms and around the school is outstanding. It celebrates pupils’ best work, stimulates their learning and illustrates the extensive range of pupils’ experiences in and out of school. Art continues to be a strength of the school, with superb examples of pupils using their imagination and skills to create paintings, models and sculptures linked to their class work. The very wide range of after-school clubs promotes pupils’ social, moral and cultural development extremely well. For example, the eco and gardening clubs make pupils very aware of the ethical issues concerning the environment. Tai Chi sessions help pupils to relax and to understand another culture and sports clubs very successfully promote their physical development and health awareness. Standards are high in reading, writing and mathematics, both amongst girls and boys. However, although boys’ standards are considerably above the average attained by boys nationally, their performance, especially in reading, lags behind that of girls in the school, by a wider margin than found across the country. Although the school has acknowledged this and put into place strategies to try to close this gap, so far there has been little success. Pupils respond extremely well to very effective teaching by concentrating closely, persevering with challenging tasks and by taking great pride in their work. Teachers and other adults work closely together to match tasks very well to pupils’ different needs and to support pupils who find learning more difficult and those who learn more quickly and need pushing on. In the Early Years Foundation Stage, provision is good and children make good progress overall. However, for the younger children in this key stage, activities sometimes lack focus and children do not receive sufficient guidance, especially when they use the outside area. As a result, at times their work and play lacks purpose. Outstanding leadership ensures continued high standards and the constant drive to improve provision. The even higher quality of the curriculum evident since the last inspection, especially in enhancing pupils’ cultural development and in promoting outstanding community cohesion, is testament to leaders’ ambition and drive. The