|Name||Glenfield Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 June 2012|
|Address||Rossington Way, Bitterne, Southampton, Hampshire, SO18 4RN|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||19.0|
|Academy Sponsor||Hamwic Education Trust|
|Percentage Free School Meals||17.4%|
|Percentage English is Not First Language||17%|
|Pupils with SEN Support||12.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Glenfield is a smaller than average-sized school catering for Reception-aged and Key Stage 1 pupils. A large majority of pupils are of White British heritage, although a few and growing number are from a wide range of other backgrounds, which are mainly eastern European. The proportion of pupils that speaks English as an additional language is above the national average. The proportion of pupils known to be eligible for free school meals is double the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average. The school provides after-school care through The Krazy Kids Club. It is managed by the governing body and is included in this inspection. The school has gained Healthy Schools status. The school is moving towards being three-form entry. Currently, the school has three classes of Reception-aged children and there are two classes for each of Years 1 and 2. There will be three Reception and Year 1 classes in the next academic year.
This is a good school. It is not outstanding because, although there is some outstanding teaching, most is good. As a result, pupils make good rather than outstanding progress. Pupils achieve well in all three year groups. The school is particularly adept at ensuring that disabled pupils and those who have special educational needs make good progress. Standards are average and improving in reading, writing, and mathematics. The proportion of pupils gaining the higher levels is strengthening, particularly in reading and writing. In mathematics, standards are held back because pupils’ skills in practical mathematics are not sufficiently strong. Teaching is good overall. There are inconsistencies and, although an increasing number of lessons are outstanding, a few are satisfactory. Teachers are skilled in managing the pupils and classrooms have a calm and purposeful atmosphere. Planning is detailed and, in most lessons, activities are challenging for all groups of pupils. Although most marking is thorough, pupils are not always clear about what they have to do to improve, particularly in mathematics. Behaviour is good. Pupils learn in a happy, secure and caring environment that helps them to feel safe. Pupils’ positive attitudes are not reflected in their levels of attendance, which are average. The leadership and management of the headteacher are outstanding, but leadership and management is good overall. She is supported well by the senior staff. The accurate understanding of the school’s provision and pupils’ progress is gained from thorough and comprehensive monitoring procedures. There is effective leadership of teaching, which is evident in the robust performance management procedures. The procedures give rise to well-conceived continuing professional development opportunities, which are linked well to the school development plan. Even so, there remain too few opportunities for staff to learn from best practice in the school.