Moorings Way Infant School

Name Moorings Way Infant School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 10 March 2011
Address Moorings Way, Milton, Southsea, Hampshire, PO4 8YJ
Phone Number 02392829147
Type Primary
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 14.0
Academy Sponsor The Thinking Schools Academy Trust
Local Authority Portsmouth
Percentage Free School Meals 13%
Percentage English is Not First Language 19.2%
Persisitent Absence 12.3%
Pupils with SEN Support 8.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Moorings Way Infant is much smaller in size than most infant schools. The largest group of pupils are of White British heritage. A small proportion do not speak English as their first language and of these a few pupils are at the early stages of learning English. Polish is the other language spoken. The proportion of pupils known to be eligible for free school meals is broadly average. An average proportion of pupils have special educational needs and/or disabilities. These pupils have mainly moderate learning difficulties or speech, language and communication difficulties. A before- and after-school club .. Coastguards is managed and run by the school. It takes pupils from age four to eleven years. The school has achieved the Healthy Schools Award.

Main findings

Moorings Way Infant is a good school. It is improving and parents and carers are pleased with the quality of education it provides. One parent wrote, ’Our child’s educational needs are recognised and there is always plenty of challenge.’ Another wrote, ’He loves going to school, always happy to go, and always smiling when I pick him up. The school is a happy nurturing environment.’ The school provides outstanding care, guidance and support and this is supported by exceptionally strong partnerships with external services. Pupils’ attainment is above average. It has risen in recent years, and continues to do so. Minor differences in performance between subjects have been dealt with well. Pupils have good literacy and numeracy skills. They speak and write fluently, spell well, and read with clarity and enthusiasm. Basic numeracy skills are good and pupils check their work to make sure it is accurate. Pupils of all abilities and from all backgrounds make good progress. Occasionally progress is excellent, and overall it is improving. Good teaching contributes well to sustaining improving progress and attainment. Work is challenging and based on accurate assessment. Marking gives pupils a clear picture of how well they are doing, although occasionally advice on how to improve is not followed. Activities catch pupils’ interests and excellent relationships ensure pupils learn well and develop confidence. Pupils have a good understanding of how well they are doing and what the next steps in learning are. While most lessons have opportunities for pupils to answer questions and discuss what they are doing, some lessons do not enable pupils to engage in discussion enough. Effective support from teaching assistants and other adults in classrooms ensures the needs of the least and most-able pupils are fully met. The curriculum provides a good range of activities, with well-planned opportunities to ensure pupils develop good literacy, numeracy and computer skills. In the Reception class the curriculum is well planned and organised, although there are too few opportunities for children to develop inquisitiveness. Pupils are enthusiastic about school. They behave well and their attendance is above average. Pupils are supportive and considerate towards each other, especially those pupils arriving at school with little or no English language. They feel safe, say that there is very little bullying, and that it is dealt with well. Most pupils eat healthily and the great majority take part in physical activities. Pupils take on responsibilities willingly and carry them out well. Leaders and managers are effective. The headteacher provides excellent direction for the school’s improvement. The school’s self-evaluation is accurate and actions taken are leading to improvements in most aspects of the school’s work, especially pupils’ performance. In Reception, improvements are planned, particularly to provide a soft play area and opportunities for children to write outside, but have not yet been implemented. The governing body provides an adequate level of support and challenge for the school. However, frequent changes in membership have resulted in too few governors with enough knowledge and expertise to support the school in the way it needs. Communications with parents and carers are good and there is increasing support for the activities arranged by the school to promote parents’ knowledge of and involvement in pupils’ learning. Given steady improvements in pupils’ attainment and progress, the capacity for further improvement is good.