Histon and Impington Infant School

About Histon and Impington Infant School Browse Features

Histon and Impington Infant School

Name Histon and Impington Infant School
Website http://www.histonimpington-inf.cambs.sch.uk
Ofsted Inspection Rating Good
Address New School Road, Histon, Cambridge, CB24 9LL
Phone Number 01223 568826
Type Primary
Age Range 5-7
Religious Character Not applicable
Gender Mixed
Number of Pupils 255
Local Authority Cambridgeshire
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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information about their attainment and progress, evidence of monitoring and self-

evaluation, and documents indicating how well the school safeguards its pupils. They analysed 110 parental questionnaire returns and 12 responses from members of staff. The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas. Inspectors explored whether the school is taking effective action to ensure all groups of pupils make equally good progress. They looked at how effectively teachers communicate to pupils how well they are doing and how they might improve their work. They considered the extent to which leaders new in post are rigorously monitoring performance and driving school improvement. They examined how well children achieve in the Early Years Foundation Stage and the main factors in this.

Main findings

This is a good school where pupils achieve well and enjoy learning. The school has many strengths and the governing body and senior leaders are committed to making provision as good as possible for the pupils. During the many recent changes, the acting headteacher has been successful in keeping the school stable and ensuring that it runs smoothly from day to day. Through her energy and enthusiasm, and particularly her good leadership of teaching and learning, she is building on the school’s existing strengths and laying the foundations for future development. The governing body provides good strategic leadership, has a clear vision for the school and knows what needs to be done to improve. Improvement since the last inspection has been good but the fact that the school is going through a period of transition means that its capacity to improve is currently satisfactory. This is because a number of staff in key positions are new or have taken on different responsibilities so that they are still developing the leadership skills needed to fulfil some aspects of their roles. Attainment at the end of Year 2 has improved over the last three years and is above average. In 2010, the percentage of pupils who reached the higher levels was above average in mathematics, reading and science, and broadly average in writing. Girls outperformed girls nationally, whereas boys’ attainment was just above the national average for boys. Efforts to raise the attainment of boys, particularly in writing, are proving effective and the school has almost completely closed the gap between their attainment and that of girls. From their broadly average starting points, all groups of pupils, including those with special educational needs and/or disabilities, those for whom English is an additional language, and who are known to be eligible for free school meals, make good progress. Pupils are performing in line with their challenging targets and more pupils are predicted to reach higher levels in reading, writing and mathematics this year than in 2010. Throughout the school, careful supervision and high-quality relationships contribute to pupils’ good academic progress and personal development, good behaviour and positive attitudes to work. The curriculum provides many exciting and memorable experiences. At the time of the inspection, vibrant displays from the recent topic on ’India’ showed how learning is brought to life by focusing on real contexts. Teaching is good and there are many strengths, consistently applied, in the way teachers promote pupils’ learning and progress. However, in planning their lessons and interpreting curriculum plans, teachers do not always make full use of what they know about the prior attainment of groups and individuals. This means that some of the activities are not challenging enough for more-able pupils or geared sufficiently to the next steps in learning for those who are less able. Engagement with parents and carers is satisfactory. Their views are surveyed annually, they receive regular information about school events, twice yearly consultations and detailed annual reports. However, the high level of parental interest, evident in the many who act as volunteers in the school, is not used to full effect. For example, they are not kept as closely informed about how well their children are doing as they could be or about how to support learning at home. The governing body has, rightly, identified the need to improve communication with, and the involvement of, parents and carers.