|Name||Nascot Wood Infant and Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||27 June 2011|
|Address||Nascot Wood Road, Watford, WD17 4YT|
|Religious Character||Does Not Apply|
|Number of Pupils||223 (56% boys 44% girls)|
|Number of Pupils per Teacher||22.1|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||60%|
|Pupils with SEN Support||9.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about the school
This is an average-sized infant and nursery school. Approximately half of the pupils are of White British heritage. The rest come from a range of other ethnic backgrounds and speak English as an additional language, although few are at an early stage of English language acquisition. The percentage of pupils with special educational needs and/or disabilities is below average, but an average proportion has a statement of special educational needs. The school has the Sports Activemark and Artsmark awards and has Healthy School status.
This is an outstanding school, highly regarded by parents and carers as an inclusive and supportive community school where pupils of all abilities and learning needs are able to succeed exceptionally well. Children make good progress in the Early Years Foundation Stage. Progress accelerates in Year 1, and by the end of Year 2 pupils achieve high standards in reading, writing and mathematics. Outstanding learning support ensures that pupils with special educational needs and/or disabilities and those at an early stage of learning English make excellent progress. Parents and carers praise the inclusive and supportive nature of the school. Pupils agree that it keeps them very safe, enables them to have very healthy lifestyles and ensures learning is successful and enjoyable. Attendance is high and behaviour particularly good in the way pupils work with and support each other. Pupils demonstrate considerable maturity for their age and are very keen to take on a wide range of roles around school. Their spiritual, moral, social and cultural development is very strong, reflecting the emphasis placed on developing the whole child. Pupils appreciate opportunities to discuss and reflect on personal values and beliefs, show exceptional understanding of, and consideration for, other pupils with particular needs, and work very well together in what is a culturally diverse school community. Senior leaders give considerable attention to the support and training of all staff. As a result they have succeeded in sustaining high outcomes despite some new and less experienced staff joining the school. All staff, including the well-trained learning support assistants, work as a cohesive team in providing a topic-based curriculum that very successfully engages and involves pupils in their learning. A programme to develop pupils’ thinking skills is used well across the school. Lessons are purposeful and well paced. Teachers are very good at explaining to pupils what they expect them to learn, and succeed in doing, by the end of the lesson. Most teachers achieve an effective balance between whole-class presentation and individual and group work with varying challenge. However, in some lessons pupils spend too long listening to the teacher, so reducing the amount of time available for otherwise well-planned learning activities. All teachers provide opportunities in lessons for pupils to reflect on the progress they have made and indicate when they need extra help. Teachers also make excellent use of the school’s marking procedures to show pupils what they have achieved and what they need to do to improve further. The school is very successful in its care and support of all pupils, including those with challenging learning needs, thanks to the considerable in-class learning support and very effective working relationships with a range of external agencies. The school is led and managed very well by the experienced headteacher, who is well supported by the staff. Staff morale is high. The enthusiastic governing body is actively involved in the life of the school and participates fully in monitoring and evaluating school practice. It shares with the senior leaders a very accurate picture of the school’s strengths and what to address in order to further improve. For example enhancing provision in the Early Years Foundation Stage by making full use the recently improved outdoor area and sharpening the use of assessment information. The school responded well to the last inspection report by establishing very effective procedures to monitor and support pupils’ progress, especially for those who speak English as an additional language. Outstanding outcomes and the quality of provision have been sustained and in some cases strengthened, demonstrating an outstanding capacity for further improvement, underpinned by very effective self-evaluation.