|Name||Four Lanes Infant School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||20 October 2010|
|Address||Hanmore Road, Chineham, Basingstoke, Hampshire, RG24 8PQ|
|Religious Character||Does Not Apply|
|Number of Pupils||286 (53% boys 47% girls)|
|Percentage Free School Meals||7.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes, our last distance offered data is FREE|
Information about the school
Four Lanes is a larger than average infant school. Over the past year, the school has been affected by a number of lengthy staff absences and is currently led jointly by two acting headteachers. Since its last inspection, the school’s catchment area has been extended, and a small minority of pupils are also admitted from a wider area. The large majority of pupils are of White British heritage, although the proportion of pupils who speak English as an additional language is around average. The proportion of pupils with special educational needs and/or disabilities is below average. The most commonly identified of these relate to moderate learning, behavioural, emotional and social needs, and speech, language and communication difficulties. The school holds the Healthy School and Activemark awards, together with an award for financial management.
Four Lanes is an outstanding school. The excellent caring and supportive ethos, together with how exceptionally good the staff are at adapting provision to consistently meet the changing needs of pupils, results in all pupils’ excellent equality of opportunity. This is most notable in the way that pupils with special educational needs and/or disabilities are supported by early identification and the outstanding programmes put in place to address their needs. Consequently, many catch up quickly and achieve as well as their peers. The outstanding way in which staff provide for individual needs also benefits the more able pupils because their activities help them to do their very best, including in writing. Individual pupils’ interests are capitalised on especially well, resulting in an excellent curriculum that helps both boys and girls, pupils from different backgrounds and those who speak English as an additional language, to learn easily. Both staff and pupils gain considerably from the high quality management and evaluation systems set up under the guidance of the permanent headteacher. These ensure that the school runs smoothly when any staff member is absent and that temporary staff are supported exceptionally well. Procedures for tracking pupils’ progress and monitoring the quality of provision, especially that of teaching and learning, are outstanding. As a result, the school has an excellent awareness of the effectiveness of provision and responds very quickly if progress slows in any area. For example, a decline in the number of pupils reaching the higher levels in writing in the national assessments last year has been completely turned around already. Excellent teamwork and commitment amongst all staff ensures that teaching in all year groups is of high quality. All pupils gain from this considerably, with Reception children getting off to an excellent start and the rate of progress being consistently excellent across the school. Attainment has been high for the last five years and is outstandingly placed to continue as such. Pupils’ personal development is also a strength. They very much enjoy school and, despite a very small minority finding this difficult, behave exceptionally well. Pupils are very aware of how to keep healthy and safe and their excellent ability at working independently or in a group helps prepare them especially well for the future. Pupils contribute especially well to school life and the school is a very warm and friendly community. The school’s audit and analysis of community cohesion indicates that links with the local community are satisfactory. However, pupils’ awareness of living in a culturally diverse society, both in the United Kingdom or globally, is less well developed. Underpinning the strengths in provision are the outstanding leadership and management seen at all levels. Staff are extremely reflective, constantly seeking ways to best meet the needs of each pupil through research and excellent liaison with other schools and agencies. Staff are equally good at liaising with parents and carers to ensure they are fully involved in their children’s education. Governors provide excellent strategic direction and support, and play a leading role in important areas. Strengths such as these ensure that the school can maintain the high quality provision and excellent pupil outcomes.