|Name||Newport Infant School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||08 June 2011|
|Address||Granville Avenue, Newport, Shropshire, TF10 7DX|
|Religious Character||Does Not Apply|
|Number of Pupils||231 (51% boys 49% girls)|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||14.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
The school is smaller in size than most primary schools. Most pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is average. The proportion of pupils with special educational needs and/or disabilities is below average, but more of these pupils have a statement of special educational needs than is found in most schools. The range of needs includes physical disabilities, moderate learning difficulties, and emotional and behavioural difficulties. The school has gained Healthy School status. There is a privately run nursery on the school site and there is a Children’s Centre adjacent to the school. These are not are managed by the governing body and are inspected separately.
This is an outstanding school. It provides an excellent quality of education for its pupils. Achievement is excellent and early indications from this year’s assessments are that significantly above-average attainment, seen consistently over the past five years, has been maintained. Parents and carers recognise that their children do very well. The bright, clean and well-equipped learning environment ensures that pupils can enjoy learning and develop a mature approach to their work. Pupils are keen to take on responsibility and they work together extremely well. Their excellent basic skills and growing self-confidence prepare them exceptionally well for the next stage in their lives. They demonstrate a high level of awareness of how they can contribute to the whole-school ethos, for example by making new friends, making sure new children are looked after, and involving others in their playground games. Pupils assured inspectors that ’Everyone has to have friends and if they don’t, you have to comfort them.’ Learning and personal development are promoted equally well in the excellent curriculum. The pupils’ outstanding social skills and exceptionally well-developed moral awareness are the outcomes of the first-rate care, guidance and support that are provided for all pupils, including those whose circumstances make them potentially vulnerable. Those pupils make the same excellent progress as other pupils because, in this school, every pupil is known and supported as an individual. Pupils benefit from working alongside each other. For example, in an English lesson, where Reception Year children worked alongside pupils in Year 1, everyone communicated a mature grasp of the topic they were studying. Assemblies and normal classroom routines give pupils ample opportunities to think about other people’s feelings and to develop a mature approach to school. Such positive attitudes and excellent relationships contribute greatly to the exceptional progress pupils make throughout the school. An excellent range of extra-curricular activities enhances pupils’ experiences and contributes to their learning and personal development. However, pupils’ awareness of the richness and diversity of cultures in the United Kingdom and abroad is limited. The school recognises that and, working with other schools, has set a priority to improve the situation in the near future. Data about pupils’ progress highlight individual needs and outstanding teaching ensures that activities are creative, interesting, and at the right level for each pupil. Therefore, pupils become totally engrossed in what they are learning. Their work is always marked and, where relevant, annotated to show the level of support needed to complete it. The comments included are not always helpful to pupils, however, because the language used is not always at a level that younger pupils can understand and the written comments for the older pupils who are able to read are not always presented clearly enough for pupils to use to improve their own work. Since the last inspection, the work of the governing body, headteacher and staff has become even more focused on a drive for ever-better outcomes. A shared vision of a school in which adults and pupils collaborate in an atmosphere of mutual trust and respect has been enhanced, so that outcomes for pupils’ personal development have improved and are now outstanding. In no sense is the school complacent about its considerable achievements and its self-evaluation is mostly accurate. All of this means that the school’s capacity to sustain improvement is now outstanding.