Alverstoke Community Infant School
Headteacher: Ms Steph Greenwood
School holidays for Alverstoke Community Infant School via Hampshire council
210 pupils capacity: 101% full
105 boys 50%
105 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 460075, Northing: 98606
- GPS coordinates
- Latitude: 50.784, Longitude: -1.1492
- Accepting pupils
- 4—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 20, 2010
- Region › Const. › Ward
- South East › Gosport › Alverstoke
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Marycourt School PO122DJ
- 0.4 miles Alverstoke Church of England Aided Junior School PO122JS (273 pupils)
- 0.7 miles Haselworth Primary School PO121SQ (128 pupils)
- 0.7 miles Gomer Infant School PO122RP (180 pupils)
- 0.7 miles Gomer Junior School PO122RP (239 pupils)
- 0.7 miles Bay House School PO122QP
- 0.7 miles Bay House School PO122QP (2185 pupils)
- 0.7 miles Abbey House Independent Education and Care Limited PO122JJ
- 0.8 miles Leesland Church of England Controlled Junior School PO123QF (232 pupils)
- 0.8 miles Leesland Church of England Controlled Infant School PO123NL (237 pupils)
- 1.1 mile St Mary's Catholic Primary School PO123NB (261 pupils)
- 1.2 mile Newtown Church of England Voluntary Controlled Primary School PO121JD (410 pupils)
- 1.3 mile St Vincent College PO124QA
- 1.5 mile Brockhurst Junior School PO124SL (172 pupils)
- 1.5 mile St John's, Gosport Church of England Voluntary Aided Primary School PO124JH (407 pupils)
- 1.6 mile Siskin Junior School PO138AA (106 pupils)
- 1.6 mile Siskin Infant and Nursery School PO138AA (108 pupils)
- 1.6 mile Brockhurst Infant School PO124SR (179 pupils)
- 1.9 mile Elson Junior School PO124EX (333 pupils)
- 1.9 mile Brune Park Community School PO123BU (1429 pupils)
- 2 miles Elson Infant School PO124EU (263 pupils)
- 2 miles Grange Junior School PO139TS (236 pupils)
- 2 miles Grange Infant School PO139TS (244 pupils)
- 2.2 miles Lee-on-the-Solent Infant School PO139DY (272 pupils)
Ofsted report transcript
Alverstoke Community Infant School
|Unique Reference Number||116169|
|Inspection dates||4–5 November 2010|
|Reporting inspector||Clive Dunn|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||4– 7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||175|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||12 March 2008|
|School address||Ashburton Road|
|Telephone number||023 92582403|
|Fax number||023 92602340|
|Age group||4– 7|
|Inspection dates||4–5 November 2010|
This inspection was carried out by three additional inspectors. They watched 10 lessons
taught by seven staff. They also carried out seven shorter observations to observe pupils
working independently and they watched a range of intervention programmes and
individual support sessions. Inspectors met with groups of pupils, staff and governors and
they spoke with parents and carers. They observed the school's work including playtime,
lunchtime and assembly, and looked at planning, monitoring, a range of policy documents
and records, the governing body minutes, letters sent to parents and carers, and a range
of pupils' work and assessments. They also looked at 79 questionnaires returned by
parents and carers, and 20 from staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at the
- How successfully the school meets the needs of different groups to enable them to
do as well as they can, particularly the less able in reading and the more able in
- How accurately the school has evaluated the strengths in pupils' outcomes,
particularly the extent to which pupils develop skills for the next stage of their
- How effective leaders and managers are in improving the quality of teaching.
Information about the school
This two-form entry infant school is smaller than average. The proportion of pupils with
special educational needs and/or disabilities is much lower than found nationally and there
are currently no pupils with a statement of special educational needs. The largest groups
are pupils with speech, language and communication needs and pupils with moderate
learning difficulties. Pupils are mainly White British and few pupils speak English as an
additional language. The proportion of pupils known to be eligible for free school meals is
lower than average.
There is no on-site childcare provision. Pupils share childcare with the linked junior school
at the Parish Centre.
|Overall effectiveness: how good is the school?||1|
|The school's capacity for sustained improvement||1|
'Work, play, share, care' is this outstanding school's motto and pupils do all of these things
exceptionally well. This is because of the highly effective provision. As one parent put it,
'This school provides a wonderful learning environment, both inside and out for my child.'
Parents and carers are overwhelmingly positive and this was typical of many comments.
High attendance reflects pupils' enjoyment of school. 'My child is so happy here, he wants
to come to school on Saturdays,' was a repeated sentiment. Achievement is outstanding
because pupils make exceptional progress to reach a high level of attainment in reading,
writing and mathematics. In addition, pupils make excellent progress in developing a wide
range of personal skills so that they are exceptionally well prepared for their next schools.
Children settle very quickly into the Early Years Foundation Stage and the outstanding
care, teaching and environment ensure they make significant gains in their learning.
Throughout the school, excellent use is made of both the indoor and outdoor environment
to provide rich learning experiences. There is a strong focus on developing effective
learning skills, with pupils actively involved in working independently and collaboratively to
tackle challenges, solve problems, make decisions and think for themselves. Teachers and
teaching assistants are highly effective in supporting, questioning and challenging pupils.
Through excellent observation and assessment procedures, they also customise the
experience to sustain a high level of challenge. This approach is particularly successful
because of pupils' highly considerate, mutually supportive behaviour. In most areas,
progress is consistently outstanding for different groups, including pupils with special
educational needs and/or disabilities. However, the school has accurately identified that in
reading, although lower-attaining pupils make good progress, this is not as rapid as for
their peers. This is because pupils do not always have a clear idea of what they are
supposed to be learning and at times do not readily use their knowledge of letter sounds
to read unfamiliar words.
Leaders and managers at all levels are relentless in seeking ways to improve further. The
governing body makes a significant contribution. It maintains a fine balance between
vigorous challenge to the school's leaders and effective contribution to the work of the
school. Collectively, leaders are highly effective in bringing about improvements, for
example in raising the quality of teaching to outstanding. There is a strong commitment to
working in partnership with others to improve provision for all, including additional support
for vulnerable pupils. The school takes a lead in developing these links, which make an
excellent contribution to pupils' outstanding achievement and well-being. Planning for
further improvement is precise and based on extensive and accurate self-evaluation.
There is a firmly established trend of improving progress and raising attainment in all
areas, including for more-able writers. This, and the school's considerable success in
improving provision since the last inspection, mean the capacity to sustain further
improvement is outstanding.
What does the school need to do to improve further?
- Raise attainment in reading further by improving rates of progress for lower-
attaining pupils by:
making sure that reading activities are well planned and have a clear purpose so
that pupils know what they should achieve
enabling pupils to make better use of their knowledge of letter sounds to read
|Outcomes for individuals and groups of pupils||1|
Children enter school with a wide range of abilities, but just below the expected level
overall. Through all year groups, pupils make excellent progress so that they are
extremely well equipped with a range of independent learning skills. They are able to work
purposefully and productively without direction from an adult. Pupils' rapid gains in their
learning are particularly evident during the parts of the lesson when they are working
independently or collaboratively on activities or challenges. For example, in a mathematics
lesson in Year 2 on measurement, more-able pupils were highly motivated by the
challenge of measuring snakes formed into different shapes. Pupils confidently used their
problem solving skills and a range of equipment to reach accurate answers. In the same
lesson, the teaching assistant very effectively supported the less-able pupils, ensuring that
they maintained enough independence to achieve well in their task. Different groups
achieve extremely well, including pupils with special educational needs and/or disabilities.
Boys attain particularly well by the end of Year 2 when compared with their peers
Pupils' social development and their success in communicating, negotiating and supporting
each other, is striking. Pupils engage well in a range of cultural activities. Their good and
improving knowledge and understanding of different cultures have resulted from changes
in the curriculum following recent staff training, though the school has correctly identified
this area for further development. The school's approach to independent learning enables
pupils to think and reflect deeply about their experiences. Pupils are able to transfer these
positive learning attitudes and skills when required to do tasks that are more formal. For
example, in an English lesson in Year 1 about Guy Fawkes, pupils sustained their effort
when writing independently for a considerable length of time. This, combined with their
ready use of letter sound mats, vocabulary flash cards and the precisely targeted guidance
of the teacher, ensured their achievement was outstanding. By the time pupils reach Year
2, the quality of writing is extremely impressive and the number on track to attain the
higher level has risen significantly this year. Pupils actively engage with activities
supportive of developing healthy lifestyles with the same high levels of enthusiasm that
they approach most aspects of school life. Their contribution and involvement in this very
cohesive learning community is significant and they feel completely safe in this
exceptionally positive environment.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning||1|
|Taking into account: |
|The quality of pupils' learning and their progress||1|
| The quality of learning for pupils with special educational needs and/or disabilities |
and their progress
|The extent to which pupils feel safe||1|
|Pupils' behav iour||1|
|The extent to which pupils adopt healthy lifesty les||1|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will contribute to |
their future economic well-being
|Taking into account: |
|The extent of pupils' spiritual, moral, social and cultural development||1|
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4
How effective is the provision?
A child-centred approach to developing all aspects of provision has led to the outstanding
outcomes for pupils. Transition arrangements at all levels are exemplary and reflect the
high level of care for pupils throughout their time at the school. Support for vulnerable
pupils is excellent and meets academic, emotional and social needs as appropriate.
Identification of groups and individuals at risk of not achieving at the excellent level of
others in the school has been a focus of improvement and these groups have been very
well targeted. High quality interventions and a range of additional support programmes
make a significant contribution to the outstanding progress overall, including for those
with special educational needs and/or disabilities.
The effectiveness with which adults promote learning during independent tasks was
evident in a Year 1 lesson about money. The teacher used excellent questioning to
challenge individuals in a lesson where different tasks had already been set according to
need. The curriculum offers pupils a rich variety of linked experiences, including through
extensive extra-curricular and enrichment opportunities. Teachers effectively give pupils a
context for their learning and draw links with the real world. Pupils use their own
information and communication technology skills widely across the curriculum and
teachers use new technology well in lessons to support learning. Teachers have high
expectations of what pupils can achieve. Systematic assessment of pupils' progress is used
well to ensure learning opportunities are closely matched to different needs within the
class. Pupils are regularly involved in assessing their own learning. This develops
gradually, so that by Year 2, pupils can describe how they use individual targets to
improve their work and assess their own work to show when they have met them.
These are the grades for the quality of provision
|The quality of teaching||1|
|Taking into account: |
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, |
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
The senior leadership team have been extremely successful in creating a strong sense of
purpose shared by all staff. Rigorous and extensive monitoring at all levels, from the
governing body to curriculum leaders, has led to an extremely accurate picture of
strengths and areas for further improvement. The impact of actions taken to improve
provision to bring about consistently outstanding outcomes for pupils is considerable. In
spite of this success, there remains a relentless ambition and drive for further
The governing body is highly committed to the promotion of equal opportunities and
systematically evaluates the impact of its policies to ensure that this is effective. The
school does not tolerate discrimination of any kind and robustly tackles even slight
variation in performance or participation. Consequently, achievement for almost all groups
is broadly even. The school quickly identifies and successfully tackles any gaps that do
emerge so that they reduce rapidly. For example, action taken to tackle the recently
emerged gap between lower and average attainers in reading is already starting to
The school has carried out a series of community cohesion audits and evaluated success
of action taken so far to improve the cohesiveness of the school community, particularly
with regard to securing the outstanding engagement with parents and carers. However,
although assemblies develop pupils' understanding of similarities between themselves and
children in other places well, the school correctly identifies that engagement with contexts
beyond the immediate community is an area for further development. Safeguarding
training is of good quality and there are well-established and effective systems to ensure
staff at all levels are aware of the school's policies and procedures.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving |
|Taking into account: |
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and tackles |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||1|
Early Years Foundation Stage
The outstanding provision and leadership in the Early Years Foundation Stage ensure that
children feel safe, confident and are purposefully engaged, resulting in excellent progress.
From their often lower than expected starting points, this means children achieve above
average levels by the end of their Reception Year. The children clearly enjoy the wide
range of activities offered within the vibrant, stimulating environment, both indoors and
outdoors. Excellent links with parents play an important part in how quickly pupils settle in
and start to achieve. Children are encouraged to be independent as they explore,
investigate and problem solve, and their excellent personal development is evident as they
play and learn together. For example, a group of children sustained effort, concentration
and teamwork to build a boat out of the large construction blocks. Another pair joined in
with water and brushes saying, 'We'll paint the sea for you!' Adults are highly skilled at
judging when to observe pupils and when to interact, with a striking impact on learning.
Later, the same activity had evolved into using a large, plastic sheet to create the sea. The
teaching assistant prompted the children but allowed them to take the lead as they tried
to keep the sheet flat on a windy day, only leading the discussion of potential safety risks
when they wanted to cover it in water.
There is an excellent balance between activities led by the teachers and ones that they
choose for themselves. Using their observations, staff assess children's learning and
development precisely and plan next steps carefully to meet the needs of each child.
Adults give excellent attention to cater for the needs and interests of the children and use
imaginative strategies to engage them. There was much excitement when the news
filtered through the children that a letter had been found from Percy the park keeper in
his cottage, the current subject of the outdoor role play area.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage||1|
|Taking into account: |
Outcomes for children in the Early Years Foundation Stage
|The quality of provision in the Early Years Foundation Stage||1|
| The effectiveness of leadership and management of the Early Years Foundation |
Views of parents and carers
Parents and carers were unanimous in their agreement that their children enjoy school
and that the school keeps them safe. The overwhelming majority expressed positive views
about most aspects of the school's work. A number of parents and carers also made
comments that reflected high levels of satisfaction. There were very few comments that
raised any concerns. Inspectors took note of those that did, though there were no
common or repeating themes. Inspectors fully support parents' and carers' very positive
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Alverstoke Community Infant
School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers
were asked to record how strongly they agreed with 13 statements about the school.
The inspection team received 79 completed questionnaires by the end of the on-site inspection. In total,
there are 175 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.
|My child enjoys school||66||84||13||16||0||0||0||0|
|The school keeps my child |
|My school informs me about |
my child's progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child's learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child's |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and concerns
|The school is led and |
|Overall, I am happy with my |
child's experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that |
is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||18||40||29||12|
New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning, |
development or training.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
|Leadership and management:||the contribution of all the staff with responsibilities, |
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
|The school's capacity for sustained |
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons and |
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.
8 November 2010
Inspection of Alverstoke Community Infant School, Gosport PO12 2LH
Thank you for the lovely welcome you gave us when we visited your school recently. We
really enjoyed talking to you and we are very grateful to you for helping us find out all
about your school. You clearly love coming to school and enjoy it a great deal and we can
see why. It is an outstanding place to be. We thought you all follow your school motto,
'Work, play, share, care' exceptionally well.
Here are some of the things that we particularly liked:
- You behave extremely well, are thoughtful, considerate and give each other
excellent support and encouragement.
- You are very good at getting on and working exceptionally well when not being told
exactly what to do by an adult.
- You try very hard to make sure you come to school as often as you can and do very
well with your reading, writing and mathematics.
- Your teachers are excellent at getting you actively involved in your learning and
asking you the right questions to help you learn as quickly as you can.
- Your school has outstanding leaders who are always trying to make things even
better for you.
- The adults in school make sure you are very well cared for.
To make sure that all of you do as well as you possibly can, we have asked your school to
make sure that you always know what you are supposed to be learning when doing a
reading activity and to help you use your knowledge of letter sounds to read new words
You can all help by always making your best effort during reading activities, especially if
not working with an adult, and trying very hard to sound out new words.