School etc

Bilton Infant School

Bilton Infant School
Magnet Lane

phone: 01788 811549

headteacher: Mrs Sharon Harris Bed Hons Npqh

reveal email: admi…


school holidays: via Warwickshire council

208 pupils aged 4—6y mixed gender
180 pupils capacity: 115% full

100 boys 48%


105 girls 50%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 448346, Northing: 273574
GPS coordinates
Latitude: 52.358, Longitude: -1.2915
Accepting pupils
4—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 25, 2012
Region › Const. › Ward
West Midlands › Rugby › Bilton
Urban > 10k - less sparse
SEN priorities
SLCN - Speech, language and Communication
Special classes
Has Special Classes
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Rugby

Schools nearby

  1. 0.2 miles Crescent School CV227QH (165 pupils)
  2. 0.4 miles Bilton School - A Maths and Computing College CV227JT
  3. 0.4 miles Rugby High School CV227RE
  4. 0.4 miles Rugby High School CV227RE (791 pupils)
  5. 0.4 miles Bilton School CV227JT (939 pupils)
  6. 0.5 miles Bawnmore Community Infant School CV226JS (177 pupils)
  7. 0.5 miles Henry Hinde Infant School CV227JQ
  8. 0.5 miles Cawston Grange Primary School CV227GU
  9. 0.5 miles Henry Hinde Infant School CV227JQ (180 pupils)
  10. 0.5 miles Cawston Grange Primary School CV227GU (253 pupils)
  11. 0.6 miles Bilton CofE Junior School CV226LB (410 pupils)
  12. 0.7 miles Henry Hinde Junior School CV227HN
  13. 0.7 miles Tyntesfield School CV226DY
  14. 0.7 miles Brooke School CV226DY (162 pupils)
  15. 0.7 miles Henry Hinde Junior School CV227HN (260 pupils)
  16. 0.9 miles Harris School CV226EA
  17. 0.9 miles Harris CofE Academy CV226EA (839 pupils)
  18. 1 mile St Oswald's CofE Primary School CV227DJ (225 pupils)
  19. 1.1 mile Bloxam Middle School CV227AU
  20. 1.1 mile Oakfield Primary School CV226AU
  21. 1.1 mile St Matthew's Bloxam CofE Primary School CV227AU (252 pupils)
  22. 1.1 mile Rokeby Primary School CV225PE (253 pupils)
  23. 1.1 mile Oakfield Primary Academy CV226AU (253 pupils)
  24. 1.2 mile Rokeby Infant School CV225PE

List of schools in Rugby

Age group 4–7
Inspection date(s) 25–26 June 2012
Inspection number 381093

Bilton Infant School

Inspection report

Unique reference number 125579
Local authority Warwickshire
Inspect ion number 381093
Inspect ion dates 25–26 June 2012
Lead inspector Keith Sadler

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Infant
School category Community
Age range of pupils 4–7
Gender of pupils Mixed
Number of pupils on the school roll 180
Appropriate authority The governing body
Chair Margaret Luthert
Headteacher Sharon Harris
Date of prev ious school inspection 21 February 2007
School address Magnet Lane
CV22 7NH
Telephone number 01788 811549
Fax number 01788 811549
Email address
Inspection report: Bilton Infant School, 25–26 June 2012 2 of 12

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Inspection report: Bilton Infant School, 25–26 June 2012 3 of 12


Inspection team

Keith Sadler Additional Inspector
Helen Prince Additional Inspector

This inspection was carried out with two days’ notice. The inspectors observed
teaching and learning in 14 lessons led by nine different teachers or practitioners,
totalling approximately seven hours of observation. They held meetings with
members of the governing body, staff, parents and carers, and groups of pupils.
Inspectors took account of the responses to the on-line questionnaire (Parent View)
in planning the inspection, observed the school’s work and looked at a wide range of
documentation. This included: the school’s analysis of pupils’ progress; teachers’
lesson plans; the school improvement plan; leaders’ monitoring records; and pupils’
work. The questionnaires completed by 81 parents and carers, together with others
from staff, were analysed and their responses taken into account.

Information about the school

Bilton is a smaller than average-sized school. Most pupils are of White British
heritage and there are a few from a range of other backgrounds. The proportion of
pupils known to be eligible for free school meals is below average. The proportion of
pupils supported at school action plus or with a statement of special educational
needs is double the national average. The school has specially resourced provision
for pupils with special educational needs. This is the designated speech and language
unit (DSLU) which is for up to 10 pupils. Currently there are seven on roll. The school
has gained Healthy School and Eco School status.
The school provides breakfast and after-school care. This is not managed by the
governing body and is subject to a separate inspection. A pre-school,



is also accommodated on the school site. This, too, is separately managed

and inspected.

Inspection report: Bilton Infant School; 25–26 June 2012 4 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key findings

  • Bilton is a good infant school. While the Early Years Foundation Stage is
    outstanding, the school is not yet outstanding overall because although almost
    all teaching in Years 1 and 2 is good, the proportion of outstanding teaching is
    not as high as in the Reception year. In consequence, achievement is good
    rather than outstanding.
  • Children make outstanding progress in the Reception classes because provision
    is of high quality. They enter Year 1 with above average skills and make good
    progress, including in the DSLU. By the time they leave, pupils’ attainment is
    significantly above average in reading, writing and mathematics. The
    application of pupils’ good phonic skills in their writing is insufficiently strong
    particularly for middle ability pupils.
  • Almost all teaching is good and, in the Reception classes, it is consistently
    outstanding. Teachers manage pupils well and, in consequence, classrooms
    have a calm and purposeful atmosphere. Disabled pupils and those with special
    educational needs, including pupils in the DSLU, are taught well. Teachers’ use
    of information and communication technology (ICT) is not sufficiently
    imaginative because they do not always make use of the resources available to
    them. Occasionally, teachers spend too long introducing lessons and this slows
    the pace of learning.
  • Behaviour is consistently good. Pupils’ positive attitudes to learning and each
    other ensure that they enjoy learning and playing together. Attendance is high
    and punctuality is good. Pupils feel safe and are confident to turn to adults for
  • Leadership and management are good. The leadership and management of the
    headteacher are outstanding. She is supported well by all the staff who work
    closely together as a team. Effective monitoring of the quality of provision and
    pupils’ progress which, when linked to the effective performance management
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    processes, ensure that tailored training is provided to improve the quality of
    teaching and learning.
Inspection report: Bilton Infant School; 25–26 June 2012 5 of 12

What does the school need to do to improve further?

  • By September 2013, lift the quality of teaching and learning in Years 1 and 2 so
    that much of the teaching is outstanding by ensuring that :
    teachers’ introductions to lessons are sufficiently brisk so that the pace of
    learning does not dip
    middle ability pupils consistently apply their good phonic knowledge to aid
    their writing
    staff make more creative use of ICT, particularly interactive whiteboards,
    in their teaching.

Main report

Achievement of pupils

Achievement is good. Pupils thoroughly enjoy their learning and all groups achieve
well. As one Year 2 pupil said, ‘We like to find out that we are really good at doing

things’. Apart from the current year when skills on entry to Reception have been low,

for the past few years, children have entered the school with skills and abilities
broadly at expected levels. They make outstanding progress in the Reception classes
because of the highly stimulating environment and the very careful attention that is

paid to each child’s needs. For example, a group of children learnt exceptionally well

about floating and sinking when they made and tested small pirate ships from found
materials. The practitioner focused particularly well on extending the children’s
thinking by asking questions that demanded extended answers using the correct
vocabulary. Because provision is strong and teaching is outstanding, almost all
children enter Year 1 with above expected skills and ability.
Pupils achieve well in Years 1 and 2. In consequence, attainment is significantly
above average in reading, writing and mathematics. Both girls and boys achieve well
because activities are carefully chosen to interest and engage all the pupils. Disabled
pupils and those who have special educational needs are given very good support
with the result that they too make good progress in reading, writing and
mathematics. Pupils in the DSLU achieve well particularly in their literacy skills. This
is the result of well-tailored programmes to meet their needs. As one parent of a
child in the DSLU said, ‘Our daughter has developed excellently to the extent that
she is able to match her peer group in literacy and numeracy and no longer requires

support next year’.

Pupils achieve well in reading because there is a systematic and well-coordinated
approach with work being progressively more difficult as pupils move up the school.
In Reception, children learn letters and sounds well and they enjoy using these skills

Inspection report: Bilton Infant School; 25–26 June 2012 6 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

when attempting their writing. In Years 1 and 2, pupils’ reading skills are aided by

their good levels of phonic knowledge. Even so, there are occasional inaccuracies in
pupils’ writing, particularly for middle ability pupils. This occurs when they attempt to
spell words. This is because a few do not always select the correct spelling patterns

and use their knowledge of phonics and the ‘tricky words’ they have learned. By the

time that they reach Year 2, most pupils read well and more able pupils enjoy
discussing their favourite authors, such as Roald Dahl, and they are able to explain
their preferences. As one Year 2 girl said, ‘I want to read the whole book in one day

because he is quite scary, funny and happy in every chapter’. Inspection findings

confirm the views of the very large majority of parents and carers who say that they
are pleased with the progress that their children make.

Quality of teaching

Teaching is outstanding in the Reception year. Staff rightly place the children’s
welfare at the heart of their provision and, hence, ensure that their progress is
particularly strong in their social and emotional development. The staff know each

child’s needs well and their careful assessments are used exceptionally well to

provide interesting and engaging activities. For example, the children were
captivated as a class teacher used a pirate puppet, Cap’n Pat, who could not read or
write. This enthused the children to write labels on the pirate ship. Even the children
who find writing hard managed to write phonetically plausible labels for Cap’n Pat.
Teaching is good in Years 1 and 2. Productive relationships, good behaviour
management and the positive attitudes to learning that staff engender are present in

all classes. Teachers promote pupils’ moral and social development particularly well.

For example, staff invariably provide opportunities for pupils to work in small groups
or pairs and this successfully promotes their social development. This was evident in
a Year 2 literacy lesson in which pupils were learning about the key features of a
recount. The teacher had a wide range of artefacts which the pupils took from a box
and they had the task of working in pairs to raise questions about the contents. They
worked well together, noting down questions and were able to identify the success

criteria for a recount. Teachers’ subject knowledge is good and this aids the good

quality teaching of reading, writing and mathematics. Although some teachers use
interactive whiteboards well to enliven learning, this is not always the case and they
are not always used to their full extent.
Throughout the school, teachers ensure that pupils have a good understanding of

what is expected of them. This commences with ‘steps to success’ in the Reception

classes in which the teachers outline what the children have to do. By the time they
reach Year 2, pupils successfully identify how their work meets the stated success

criteria. This is aided by the teachers’ good quality marking of work. The pupils say
that they enjoy lessons. As one commented, ‘Our teachers are good at helping us to

learn new things and if we get stuck, they really help.’ Teachers have high

expectations of both pupils’ behaviour and their learning. Generally, they ensure that

lessons are conducted at a brisk pace. Even so, occasionally they spend too long
introducing lessons and this slows learning.

Inspection report: Bilton Infant School; 25–26 June 2012 7 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Disabled pupils and those who have special educational needs, including those in the
DSLU, are taught well. A few parents or carers of some pupils in the main school
who have additional needs expressed concern that their children’s needs were not
being met. However, an equal number commented about how pleased they are with

the school’s provision for their children. Inspection findings are that these pupils are

supported well. Their needs are identified quickly and well because assessment
procedures are robust and are of good quality. Subsequent support is effective both
from skilled teaching assistants and also, particularly, though not exclusively, for the
DSLU pupils, in the base. For example, a small group of pupils who have short-term
memory weaknesses were taught well in the base.

Behaviour and safety of pupils

Behaviour is consistently good both in lessons and around the school. The school’s
behaviour records show that it has been consistently good since the previous
inspection. Adults manage the pupils well and they, in turn, understand the school’s
consistently applied good behaviour policy and thoroughly enjoy the rewards that
they gain from it. The school has a number of pupils whose circumstances may make
them vulnerable and they are supported well. The school strongly promotes a wide
range of values that are based on respect and responsibility. This adds to the

school’s calm and orderly atmosphere which supports pupils’ good personal

development. Pupils learn about possible dangers and also about relationships as
part of the curriculum. The ‘taking care’ project is an important part of the school’s
personal and social education programme and this reflects a range of ‘how to stay

safe’ measures. Pupils say that they feel safe in school. Older pupils are aware of

different forms of bullying. For example, pupils understand that bullying, particularly
that concerning intimidating behaviour of others, is not acceptable. They know who
to turn to should they have any concerns. Inspection findings confirm the positive
views expressed by most parents that their children are safe in school and behave

Leadership and management

The headteacher’s leadership and management are outstanding. She has brought

more rigour and accountability to the school’s management processes, particularly in
the effective management of teaching and learning. Self-evaluation is very thorough,
with close and wide-ranging monitoring of the school’s provision and pupils’
progress. These procedures, when linked to the effective performance management
processes and the resulting well-conceived programme of professional development,
ensure continuing improvement in teaching.
The headteacher has expanded the senior leadership team and these staff work
successfully together to drive school improvement. Middle leadership and
management are good, including that of the lead teacher in the DSLU. They make a

valuable contribution to the school’s good monitoring procedures. The whole staff

team work closely and there is a universal commitment to the shared vision for the

Inspection report: Bilton Infant School; 25–26 June 2012 8 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

future of the school. Taken together, all these factors have resulted in good
improvements in areas identified in the previous inspection and demonstrate the

school’s capacity to improve further. The very large majority of parents and carers

are supportive of the school and their partnership with the school is good.
Equal opportunities are promoted well and any discrimination is firmly challenged on
the very few occasions it arises. Arrangements to safeguard pupils and staff vetting
procedures meet current requirements. Even though half of the members of the
governing body have been appointed for only four terms, they are effective because
they are given clear direction and support from the excellent Chair of the Governing
Body. She has ensured that members are well trained and also that the governing

body is fully involved in evaluating the school’s performance and monitoring the

impact of its improvement strategy.
Pupils enjoy a good and wide range of experiences because the curriculum has been
considerably improved and amended since the previous inspection. In particular,
topics and themes successfully build on pupils’ own interests. Their spiritual, moral,
social and cultural development is promoted well. Teachers effectively plan literacy
and mathematics work into their themes, and this was evident in the Olympics work
during the inspection.

Inspection report: Bilton Infant School, 25–26 June 2012 9 of 12


What inspection judgements mean

Grade Judgement Description
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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special

academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Inspection report: Bilton Infant School, 25–26 June 2012 10 of 12

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance: the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour: how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards: the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and 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.

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.

Safety: how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.

Inspection report: Bilton Infant School, 25–26 June 2012 11 of 12

27 June 2012
Dear Pupils

Inspection of Bilton Infant School, Rugby, CV22 7NH

Thank you for welcoming us and taking time to talk to us about your school. We
enjoyed watching you learn and play. Yours is a good school. It is welcoming and
supports you well in your reading, writing and mathematics. The children in the
Reception classes achieve outstandingly well because they are given lots of exciting
things to do. You enjoy school and learning and you make good progress. This is
because your teachers do a good job and they help you by giving you interesting
activities to do.
You behaved well in all the lessons we visited and you told us it is like that all the
time. You all feel very safe in school and know how to look after yourselves. You told
us you are not worried about any bullying and are confident that teachers will sort
out any problems.
Even in a good school like yours, there are some things to do to make it even better.
These are the things we have asked your headteacher to do:

  • make sure that your teachers do not spend too long introducing lessons
  • make sure that when you do your writing you always make use of what you
    know about letters and sounds
  • that your teachers make better use of the interactive whiteboards.

We really enjoyed our visit to your school. We know that your teachers and their

assistants make your school a special place for you. You can help by continuing to do
your best to make your families and the school proud of you.
Yours sincerely
Keith Sadler
Lead inspector

Inspection report: Bilton Infant School, 25–26 June 2012 12 of 12


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