|Name||Harewood Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 June 2018|
|Address||Harewood Close, Tuffley, Gloucester, Gloucestershire, GL4 0SS|
|Religious Character||Does not apply|
|Number of Pupils||258 (47% boys 53% girls)|
|Percentage Free School Meals||12.4%|
|Pupils with SEN Support||15.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Harewood Infant School consists of nine classes. Classes are arranged as six mixed Reception and Year 1 classes and three Year 2 classes. The school shares its site with a neighbouring junior school and two externally run nurseries. The school is a member of the Gloucester Schools Partnership. This partnership consists of 39 schools whose aim is to provide challenge and support for school leaders. In each cohort, there are large differences between the proportion of girls and boys. In 2017, the percentage of girls in the school was in the highest 20% nationally. The percentage of pupils eligible for free school meals is lower than national averages. The percentage of pupils who have SEN support is in line with national averages.
Summary of key findings for parents and pupils
This is a good school The school’s leadership team is aspirational for all pupils. Leaders engage in research opportunities and collaborate with neighbouring schools. As a result, leaders constantly reflect on and refine their work. Overall, pupils make strong progress across the school, particularly in reading. An increasing proportion of middle-attaining pupils are now working at the higher standard. Safeguarding is effective. The safeguarding team provides support for families. Where necessary, leaders recommend external agencies where families can get guidance. Teachers deploy support staff well. Adults support pupils effectively, promoting their independence. Children make good progress in the Reception Year. An increased proportion are working at expectations for their age. In some cases, children do not have regular opportunities to develop their writing skills. Leaders respond to the needs of individual disadvantaged pupils as they arise. However, leaders acknowledge that greater strategy is needed when planning to improve disadvantaged pupils’ outcomes. A recent review has provided insightful recommendations for leaders to implement. The teaching of reading is effective. Lessons are inspiring, engaging and matched effectively to meet the emerging needs of pupils. Reading is well led by a passionate, knowledgeable subject leader who drives improvements. The teaching of mathematics is challenging and ensures that pupils develop their fluency, reasoning and problem-solving knowledge. On occasions, lower-attaining pupils find activities too difficult and progress is weaker. Pupils who have special educational needs (SEN) and/or disabilities make strong progress. Targets are precise and tailored to pupils’ needs. These targets are regularly reviewed and refined based on pupils’ progress. Pupils’ absence and persistent absence rates have fallen to below national averages. Fewer pupils are missing school than the previous academic year. There have been several changes in the governing body in recent years. While governors are clearly knowledgeable about the school’s performance, they are not challenging school leaders sufficiently. Boys make less progress than girls. This is particularly prevalent in literacy where a lower proportion are working at expectations for their age and the higher standard.