|Name||Victoria Infant and Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 February 2018|
|Address||Oxford Street, Barrow-in-Furness, Cumbria, LA14 5QN|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||6.9%|
|Pupils with SEN Support||4.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller than average-sized school. The proportion of disadvantaged pupils is below the national average. The majority of pupils are of White British heritage. The proportion of pupils who have SEN and/or disabilities is significantly below the average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is in line with the national average. The school manages breakfast and after-school clubs. Since the last inspection, a new chair of governors has been appointed.
Summary of key findings for parents and pupils
This is a good school Pupils thrive in this much-improved school. They become confident and capable learners who are prepared well for the next stage of their education. The headteacher provides good leadership, fully supported by the staff and governors. She shows a sheer determination to provide the best possible education for all pupils who attend the school. Governors are dedicated and challenge school leaders appropriately to ensure continued improvement. Staff are committed to bringing about further improvements and morale is high. There is a strong sense of teamwork across the school. Middle leaders are becoming increasingly effective. They have acted to improve teaching and learning particularly in mathematics. However, this work is at an early stage. Teaching, learning and assessment are effective over time. Teachers plan effective activities which excite pupils and engage their passion for learning. Teaching assistants work alongside teachers to support and nurture pupils. However, the support that teaching assistants provide is variable, as some do not challenge pupils effectively in their learning. Across the school, almost all pupils are making good progress and are achieving well. However, pupils do not have sufficient opportunity to develop reasoning and problem-solving in mathematics. At times, teaching does not challenge the least able groups of pupils, particularly in mathematics. The overwhelming majority of parents and carers are very positive about all aspects of the school’s work. Behaviour is good. Pupils are polite, welcoming and love coming to school. They are eager to explain their learning and share their ideas. However, they do not always take pride in presenting their work. The curriculum is varied and offers pupils many exciting opportunities to learn. Pupils’ spiritual, moral, social and cultural development is strong. Children in early years settle quickly due to good partnership working between the school and parents. They make good progress and enjoy their learning. However, the opportunities offered are sometimes insufficiently challenging.