Alwyn Infant School
phone: 01628 622477
headteacher: Miss Nicky Cale
234 pupils capacity: 132% full
155 boys 50%
155 girls 50%
Last updated: Aug. 14, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 487090, Northing: 181851
- GPS coordinates
- Latitude: 51.529, Longitude: -0.74595
- Accepting pupils
- 4—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 25, 2013
- Region › Const. › Ward
- South East › Maidenhead › Pinkneys Green
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Courthouse Junior School SL65HE (387 pupils)
- 0.3 miles Furze Platt Junior School SL66HQ (315 pupils)
- 0.3 miles Furze Platt Infant School SL66HQ (270 pupils)
- 0.5 miles Furze Platt Senior School SL67NQ
- 0.5 miles Furze Platt Senior School SL67NQ (1249 pupils)
- 0.6 miles St Piran's School SL67LZ (360 pupils)
- 0.6 miles Redroofs Theatre School SL64JT (84 pupils)
- 0.6 miles Berkshire College of Art and Design SL66DF
- 0.7 miles All Saints CofE Junior School SL64AR (226 pupils)
- 0.7 miles Newlands Girls' School SL65JB (1144 pupils)
- 0.7 miles Maidenhead College for Girls SL66AW
- 0.7 miles Claires Court Schools SL66AW (978 pupils)
- 0.8 miles Brocket PRU - Alternative Provision SL64EY
- 0.8 miles Boyne Hill CofE Infant and Nursery School SL64HZ (257 pupils)
- 0.9 miles Maidenhead Nursery School SL67PG (74 pupils)
- 0.9 miles St Edmund Campion Catholic Primary School, Maidenhead SL64PX (378 pupils)
- 0.9 miles Altwood CofE Secondary School SL64PU
- 0.9 miles Highfield Preparatory School Limited SL61PD (159 pupils)
- 0.9 miles Fernhurst School SL66NX
- 0.9 miles The Beacon Tutorial SL64PU
- 0.9 miles Altwood CofE Secondary School SL64PU (816 pupils)
- 1 mile St Mary's Catholic Primary School, Maidenhead SL67EG
- 1 mile St Mary's Catholic Primary School, Maidenhead SL67EG (307 pupils)
- 1.1 mile Riverside Primary School and Nursery SL67JA (258 pupils)
Alwyn Infant School
Mulberry Walk, Maidenhead, Berkshire, SL6 6EU
|Inspection dates||25–26 September 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress and achieve well in |
Different groups of pupils, including pupils
Early years provision in Little Alwyn is
Teaching is good or better in nearly all
both their personal and academic
development during their time at school. At
the end of Year 2, they are well prepared to
move to the junior school.
entitled to pupil premium, those with special
educational needs and those from different
ethnic backgrounds, make good progress and
outstanding, and all pupils make at least good
classes. Teachers plan interesting activities
that motivate pupils to learn.
| The school is a cohesive learning community |
The school is extremely popular in the
The leadership of the headteacher is
where each individual pupil, parent/carer and
member of staff is valued and is an integral part
of the learning journey.
community. Pupils like coming to school and say
they feel safe. They behave well and respect
one another and their teachers.
exceptional. She is very clear about the quality
of teaching in the school and teachers have
clear targets to help them to improve their
practice. The governing body challenges and
supports her well to help the school to improve
so that pupils achieve well.
| The proportion of outstanding teaching is not |
Marking and feedback do not always give
high enough to ensure all pupils make rapid
enough guidance to pupils on how to improve
| The teaching of reading and writing using |
sounds and letters (phonics) is not yet fully
embedded into daily lessons.
Information about this inspection
- Inspectors worked in partnership with the school’s senior leadership team when analysing
information about the school. This included the school’s self-evaluation documentation,
development planning, monitoring and evaluation records and also data related to pupils’
progress and attainment. Inspectors also analysed the progress made by different groups of
pupils in the school.
- Inspectors scrutinised the school’s policies and procedures, particularly those relating to pupils’
safety. They also analysed a selection of pupils’ work, especially in mathematics and English.
- The inspection team observed 19 lessons. Nine were joint observations with the headteacher
and the deputy headteacher.
- Inspectors analysed the 81 responses to the online questionnaire (Parent View). Informal
discussions were held with 30 parents. Thirty two staff questionnaires were also scrutinised.
Results from a pupil questionnaire developed by the school were also considered.
- Meetings were held with senior and middle leaders, a representative of the local authority, two
governors and pupils. Pupils from Years 1 and 2 read to an inspector.
|Sarah Varnom, Lead inspector||Additional Inspector|
|Keith Homewood||Additional Inspector|
|Barbara Carr||Additional Inspector|
Information about this school
- Alwyn Infant School is a larger than average-sized primary school. The school’s Reception
children learn in a separate building across the school’s playground, known affectionately as
- The proportion of pupils eligible for the pupil premium (additional funding for children in local
authority care, from service families or those known to be entitled to free school meals) is below
the national average.
- There is a higher-than-average proportion of pupils supported at school action.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is below average.
- Most pupils are from a White British background.
What does the school need to do to improve further?
- Improve the quality of teaching so it is all outstanding by making sure that:
– lessons are consistently challenging for all groups of pupils, with tasks set that are well
matched to their different needs
– teachers regularly check that pupils are clear about what they are learning and appropriate
support is provided if needed
– high-quality marking and feedback are given to all pupils so that they understand how to
improve their work
– the teaching of phonics is embedded into everyday practice to raise standards further in
reading and writing.
|The achievement of pupils||is good|
- Most pupils coming into Little Alwyn are working below the levels expected for their age.
Children make at least good progress, with many making outstanding progress in all areas of
learning. The children had only been in school for eight days at the time of the inspection, but
their levels of confidence and independence were high. For example, during an outdoor lesson
where the children were asked to make different sounds with their music beaters, they went
about the task with great energy but returned to a circle immediately at the request of their
teacher. They showed good listening skills as they listened to other sounds and offered
suggestions as to why one sound was louder than another.
- Achievement is good because all pupils make at least good progress, particularly in reading and
writing. Most able pupils make at least good progress. The school has been successful in
narrowing the achievement gap between boys and girls in reading by raising the profile of books
in and out of school. For example, a homework challenge to produce a collage or model around
a favourite book was accepted by boys and girls equally and work is on display ranging from
Aliens Love Underpants
- Attainment at the end of Year 2 is in line with national averages for writing and above average in
reading and mathematics. Disabled pupils, those with special educational needs and those from
different ethnic backgrounds have made clear gains in their learning because they receive good
support from teachers and teaching assistants who plan appropriate and sensitive interventions
to meet pupils’ needs. They make good progress.
- The funding the school receives for those pupils eligible for the pupil premium is used well to
offer these pupils extra support with their learning. The attainment of pupils in receipt of the
pupil premium at least matches that of other pupils and is rising. Interventions have been
successful in closing this gap where they support the best teaching.
- All pupils benefit from daily discrete phonics teaching and the pupils’ outcomes at the end of
Year 1 phonics screening have improved greatly on the previous year. However, phonics skills
are not taught consistently well to bring about better gains in reading and writing across the
|The quality of teaching||is good|
- Teaching in Little Alwyn is outstanding. Children have space to explore and use their imagination
and purposeful activities in which to learn. Their learning benefits from high-quality adult
intervention. For example, some boys built a car and wanted it to float. The adult responded
well to their conversation about the problem and through careful questioning supported the boys
as they tried out different materials. There was a ‘wow’ moment when it was decided to float the
car on large building blocks, and one child exclaimed, ‘It floats! The base is bigger!’
- Teaching in all subjects, including in mathematics and English, is usually good, with examples of
outstanding practice. This ensures that, over time, all pupils including those with special
educational needs, those from different ethnic backgrounds and those in receipt of the pupil
premium make at least good progress.
- The staff continue to reflect upon and refine the teaching of phonics. Good progress has been
made, but phonics skills are not yet taught consistently well enough to bring about further
improvement in reading and writing.
- Most teachers have high expectations of the progress pupils are capable of making. However,
where teaching is not consistently good, tasks are not well matched to pupils’ needs and lack
challenge. Consequently, not all pupils then make as much progress as they might.
- Teachers are good at encouraging pupils in their learning and use careful questioning to move
learning on. Occasionally, opportunities are missed to check the understanding of pupils of what
they have to do and for teachers to intervene if necessary to get them back on track.
- Teachers and teaching assistants are skilled at working alongside pupils, providing additional
support needed, particularly for pupils with special educational needs. The progress of these
individuals is carefully monitored and shows that the support they receive helps them to catch
up with their learning.
|The behaviour and safety of pupils||are good|
- Pupils enjoy learning and have a good attitude to school. They are very polite and welcoming
and support one another. One pupil said, ‘We are not all perfect. We are all different so we need
to understand and help each other.’
- Pupils say that they feel safe and secure in school. Their parents agree and value the very good
level of care and support the school provides for their children.
- Pupils have developed a very good understanding of the different forms of bullying, including
physical, emotional and cyber bullying. However, they are adamant that little bullying takes
place in the school. They are also confident that adults always deal with any rare instances
quickly and firmly.
- Pupils enjoy playtimes and lunchtimes and behave well, enjoying the outdoor space and
- Behaviour in lessons is good, although where there is the occasional lack of challenge a small
minority of pupils do not fully engage in their learning.
|The leadership and management||are good|
- The headteacher provides exceptional leadership. She is ambitious for the school and is very
clear about the strengths and the steps needed to make the school outstanding. She bases her
actions on a deep and accurate understanding of the school’s performance and of staff and
pupils’ skills and attributes.
- The headteacher ensures that every pupil has an equal chance to achieve their best.
- The effective and accurate monitoring and evaluation of data ensure that the school’s
development plan meets the priorities identified.
- Most teaching is good or better and the headteacher and deputy headteacher are accurate in
the judgements they make about the quality of teaching. The school has developed effective
systems to check the quality of teaching and uses the information provided to ensure that
teachers obtain the training they require in order to improve their effectiveness.
- The curriculum excites and motivates pupils while providing them with a secure framework to
practise and build upon their reading, writing and mathematics skills. The school promotes
positive behaviour and a broad range of experiences that contribute well to pupils’ social, moral,
cultural and spiritual development. For example, pupils give gold awards to each other to
recognise particular kindness.
- The school makes good use of additional funding for physical education and pupils are benefiting
from extra sports resources and additional clubs, for example football and kick boxing. These
activities have had a positive impact on pupils in developing healthy lifestyles and better physical
- The headteacher is very clear about the needs of the pupils in her school. She carefully directs
additional funding to support pupils’ learning and, with governors, monitors the impact of this
spending regularly to ensure money is well spent. The leadership has rightly recognised the
need to ensure its monitoring of teaching improve the teachers’ use of marking and also embed
the teaching of phonics in everyday lessons.
- The local authority provides light touch support for this good school.
- All parents who returned the online questionnaire, Parent View, said that they would recommend
this school to other parents.
- The governance of the school:
The governing body fulfils all its statutory duties effectively and ensures that arrangements for
safeguarding pupils are robust. Governors have a clear understanding of the school’s strengths
and areas for improvement, and know how well the school is performing in relation to pupils
nationally. They receive regular evaluative reports from the headteacher about the quality of
teaching and pupil progress, and question and challenge robustly. Governors hold senior
leaders to account for all aspects of the school’s performance. They are aware of the systems
used by senior leaders to monitor the performance of staff. They are clear where best
teaching is to be found in the school and that this is appropriately rewarded. Governors
manage financial resources well, ensuring that funds, including those for pupils who are
eligible for the pupil premium, are directed appropriately and make a difference to pupils’
attainment and progress.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||109818|
|Local authority||Windsor and Maidenhead|
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||308|
|Appropriate authority||The governing body|
|Chair||Ms Maxine Woods|
|Headteacher||Miss Nicky Cale|
|Date of previous school inspection||7 October 2008|
|Telephone number||01628 622477|
|Fax number||01628 789411|