Ranvilles Infant School


Name Ranvilles Infant School
Website http://www.ranvilles-inf.hants.sch.uk/
Inspections
Ofsted Inspections
Address Oldbury Way, Fareham, PO14 3BN
Phone Number 01329841653
Type Primary
Age Range 4-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 180 (48.9% boys 51.1% girls)
Number of Pupils per Teacher 21.6
Local Authority Hampshire
Percentage Free School Meals 7.8%
Percentage English is Not First Language 3.9%
Persistent Absence 2.3%
Pupils with SEN Support 12.8%%
Highlights from Latest Inspection

Main findings

Ranvilles Infants is an outstanding school in which pupils thrive, both academically and personally.

It is a popular school and the vast majority of parents are highly appreciative of its work. As one wrote, reflecting the views of many, 'Both of my children have attended Ranvilles Infants and I couldn't wish for a better start to their school life. The staff are warm and caring and they provide a fantastic environment in which children grow and develop at all levels.'

Central to the school's success and excellent outcomes for pupils is the outstanding leadership and management at all levels. Under the purposeful leadership of the highly committed headteacher, all adults work very closely as... a team, continually driving the school forward to provide what is best for pupils. As a result, all pupils, including those newly arrived and those of different abilities feel fully included in the life of the school and are eager to learn.

The rich and varied curriculum is particularly successful in meeting the needs of all pupils, especially those identified as gifted and talented and those who find learning difficult. The school works very effectively to ensure that pupils are made aware of their rights and responsibilities and this strongly supports their excellent spiritual, moral, social and cultural development. Strong links with the local and wider community provide excellent benefits for pupils' learning and well-being.

Outstanding guidance and support ensures that pupils feel very well cared for. Children are given an excellent start to their education in the Reception classes. Pupils achieve very well throughout the school because of excellent teaching and outstanding support for their additional needs.

Integral to pupils' outstanding progress is teachers' highly skilful use of assessment information to set interesting and challenging work that is very well matched to pupils' varying needs and abilities. There are very good relationships and teachers have very high expectations of children's work and behaviour. This increases pupils' enjoyment of learning, raises their self-esteem and prepares them exceptionally well for the future.

Children's skills on entry to the school fall into a below average to average banding. From this starting point, pupils achieve very well. As a result, they reach above average standards at the end of Year 2 in reading, writing and mathematics.

Due to high quality self-evaluation, leaders have plans in place to lift standards to an even higher level. With this in mind, they are concentrating their efforts on helping boys to do as well as girls in their writing skills. Leaders have also identified that some pupils need to improve their problem-solving skills in order to reach the highest level in mathematics and work has begun on these features, although there is more to do.

School leaders and governors know the school exceptionally well. The school has maintained the excellent features identified at the last inspection and made further improvements to pupils' achievement, provision and school leadership. This confirms the school's excellent capacity for sustained improvement.

Information about the school

This is a smaller than average infant school. The proportion of pupils entitled to free school meals is below average. A minority of pupils come from naval families.

Most pupils are of White British heritage, although a very small minority come from a range of backgrounds, the largest of which are from other White backgrounds and mixed backgrounds. There are no pupils at an early stage of learning to speak English. The proportion of pupils with special educational needs and/or learning difficulties is average.

The range of difficulties includes speech and language difficulties, behavioural and physical difficulties. The school has provision for the Early Years Foundation Stage in its two Reception classes. The school has many awards reflecting its commitment to promote pupils' basic skills, information and communication technology (ICT) skills, the arts, healthy living and pupils' understanding of their rights and responsibilities.