Medstead Church of England Primary School
phone: 01420 562824
headteacher: Mr Ian Waine
210 pupils capacity: 101% full
110 boys 52%
100 girls 47%
Last updated: June 19, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 465879, Northing: 136751
- GPS coordinates
- Latitude: 51.126, Longitude: -1.06
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 2, 2012
- Diocese of Winchester
- Region › Const. › Ward
- South East › East Hampshire › Four Marks and Medstead
- Village - less sparse
- SEN priorities
- HI - Hearing Impairment
- Free school meals %
- 2.1 miles Four Marks Church of England Primary School GU345AS (251 pupils)
- 2.2 miles St Mary's Bentworth Church of England Primary School GU345RE (86 pupils)
- 3.1 miles Chawton Church of England Primary School GU341SG (140 pupils)
- 3.1 miles Ropley Church of England Primary School SO240DS (179 pupils)
- 3.2 miles Lord Mayor Treloar Hospital School GU341RJ
- 3.3 miles Chawton Park Pupil Referral Unit GU341RQ
- 3.4 miles The Butts Primary School GU341PW (234 pupils)
- 3.5 miles Whitedown School GU341LP
- 4 miles Saint Lawrence Church of England Primary School GU342BY (167 pupils)
- 4 miles Amery Hill School GU342BZ
- 4 miles Three Counties Primary School GU342BT
- 4 miles Amery Hill School GU342BZ (849 pupils)
- 4.2 miles Alton College GU342LX
- 4.2 miles Eastbrook Education Trust GU342SL
- 4.3 miles Alton Infant School GU341DH (176 pupils)
- 4.3 miles Anstey Junior School GU342DR (229 pupils)
- 4.3 miles Bushy Leaze Early Years Centre GU342DR (61 pupils)
- 4.5 miles Wootey Infant School GU342JA (133 pupils)
- 4.5 miles Wootey Junior School GU342JA (177 pupils)
- 4.5 miles Preston Candover Church of England Primary School RG252EE (141 pupils)
- 4.7 miles Alton Convent School GU342NG (543 pupils)
- 4.8 miles Mayfield School GU342RN
- 4.9 miles Eggar's School GU344EQ
- 4.9 miles Eggar's School GU344EQ (790 pupils)
|Inspection date(s)||2–3 February 2012|
Medstead Church of England Primary
|Unique reference number||116300|
|Inspection dates||2–3 February 2012|
|Lead inspector||Ronald Hall|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||209|
|Appropriate authority||The governing body|
|Date of prev ious school ins pection||10 July 2007|
|School address||Roedowns Road|
|Telephone number||01420 562824|
|Fax number||01420 562451|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Ronald Hall||Additional inspector|
|Fran Ashworth||Additional inspector|
This inspection was carried out with two days' notice. Eighteen lessons or parts of
lessons were observed, representing just over eight hours of teaching by eight staff.
A number of these were undertaken jointly with the senior staff. Meetings were held
with groups of pupils, representatives of the governing body and individual teachers.
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 school data, the
school development plan, teachers’ planning and other documentation. They
examined questionnaires completed by 112 parents and carers, 113 pupils and 17
Information about the school
Medstead is an average-sized primary school situated in a rural area of Alton. It has
a smaller than average number of girls. The proportion of pupils known to be eligible
for free school meals is below average. The proportion of disabled pupils and those
who have special educational needs is below average, but due to the deaf unit
attached to the school, the proportion of pupils with a statement of special
educational needs is average. There are very few pupils from minority ethnic groups
and most pupils are of White British heritage. The school has the International
School Award and Enhanced Healthy Schools status. The school meets the current
There is a privately run breakfast club and after-school provision operating within the
school which are subject to separate inspection.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school which has made good progress since its last inspection.
Many improvements have come about because of the senior leadership’s
relentless drive for improvement.
- Pupils’ achievement is good. Most groups of pupils have made at least good
progress over time and some better. Disabled pupils and those who have special
educational needs also make good progress and achieve better than their peers
- Teaching is good but with some degree of variation across the school. English
and mathematics lessons are taught well. Progress in English is slightly slower
with lower attainment in writing caused by a lack of opportunities to write across
the curriculum; consequently, a relatively small proportion achieves the higher
levels. An outstanding feature of teaching is the small group work for pupils who
need an extra boost and for higher attaining pupils. In Years 5 and 6, the pace of
learning is usually impressively high. Marking is good and allows pupils to improve
their work. A notable feature is the way pupils are often given a target for
improvement specifically for the next lesson.
- Behaviour is good with pupils being polite to both each other and adults. They co-
operate with, and support each other well. Where teaching is at its best, pupils
are highly engaged and motivated in lessons. Behaviour in these lessons is
exemplary but where teaching is not as strong, some inattentiveness arises.
- Leadership and management are good. The school evaluates well the quality of
its teaching and the extent to which pupils make progress. However, middle
managers are not yet carrying out regular monitoring of teaching for their areas
of responsibility. Minor inconsistencies in the quality of teaching are not always
picked up quickly enough resulting in some slowing of progress.
- The school promotes pupils’ personal development exceptionally well and their
awareness of the wide range of cultures and religions that are present in the
United Kingdom and further afield is excellent.
What does the school need to do to improve further?
- Eliminate minor inconsistencies in the quality of teaching by ensuring that middle
managers regularly monitor their areas of responsibility.
- Raise the proportion of pupils attaining the higher levels in English by ensuring
pupils have greater opportunities to practise their writing skills across the
Achievement of pupils
On entry to the school children’s level of skills are in line with age-expected levels.
High quality teaching in an excellent learning environment results in children in the
Reception class making good and, at times, outstanding progress. The early years
setting provides an excellent foundation for their future learning. Attainment at the
end of Year 6 is above average, as are standards of reading in both key stages.
Writing is the weakest element of English as pupils do not have sufficient
opportunities to practise their writing skills across the whole curriculum. Current
pupils are making good, and in some cases outstanding, progress but there is some
small variation in rates of progress across the school. Disabled pupils and those with
special educational needs make rapid progress due to the excellent support they
receive. Deaf pupils make excellent progress from their starting points and the
support they also receive is a key factor in achieving this. Pupils in Year 5 and Year 6
make exceptional progress and, as a result, leave the school with above average
attainment. They are keen and eager to learn. Parents and carers feel that their
children’s progress is good and inspectors agree that this view is accurate.
Pupils typically learn well in their lessons. They enjoy what they are learning because
it is often set in an interesting context. Pupils in Year 6, for example, produced some
excellent vocabulary and understanding of poetry and an empathy with characters as
they created their own poem to describe a character. Disabled pupils and those with
special educational needs played a full part because they were well prepared and
supported by a teaching assistant. In a Year 5 lesson, pupils showed great
enthusiasm for their work on time and digital presentation because the work was
related to their lives and resources were imaginative. Where teaching is at its best,
pupils respond very well to the opportunities they get to discuss work with a partner.
They generally use the time maturely, assist each other and are also good at
assessing each other’s work, using criteria given at the start of the lesson. They can
reflect with understanding, too, as shown when pupils in a Year 2 class were
developing their reading skills. Pupils commented on each other’s skills and the
content of the book with clarity and empathy.
Quality of teaching
Parents and carers have faith in the quality of teaching; with 96% affirming in the
questionnaires that they believe it to be good. Overall, this is an accurate view of the
quality of teaching. Pupils also think teaching is good with 92% responding
positively. One pupil commented, ‘Our teacher always teaches this way, she makes
learning fun.’ For example, a small group of higher attaining pupils were observed in
a session of exceptional quality with high levels of pupil engagement and enjoyment,
where the teacher assessed and responded to pupils’ learning throughout the session
and fine-tuned activities to ensure rapid progress occurred.
Teachers generally demonstrate a good use of resources. In a good Year 6 lesson,
information and communication technology (ICT) was used particularly well to help
pupils analyse and dissect a passage. In a mathematics lesson, deaf pupils were fully
included and challenged well through the individual support of their expert
communicator. The good attention given to behaviour and manners supports pupils’
social development, and in many lessons this was furthered by the many
opportunities for discussion and paired working. Occasionally, teachers’
demonstrations gave pupils a real sense of awe, as seen during a reading session in
the Reception class. Well-taught assemblies also support the development of pupils’
spiritual, moral, social and cultural awareness. The excellent use of visitors to the
school further enriches the curriculum and enhances pupils’ experiences, as seen
when a musical quartet visited the school and the pupils were mesmerised
throughout. In the small minority of cases where teaching is less effective, there is a
lack of pace and a mismatch of work to pupils’ abilities. In these instances, there is
occasionally some low-level disruptive behaviour and a lack of concentration.
Pupils are given individual targets, which they know well and use in their lessons.
They are also provided with success criteria for lessons, and most teachers use these
well to focus on what different ability groups should be learning and to help pupils
assess their own and each other’s work. Marking is good and allows pupils to
improve their work and know what next steps to take. The curriculum and its
planning give good support to teachers. The best teaching occurs when teachers
match the curriculum well to pupils’ abilities. There are too few opportunities for
pupils to practise their writing skills across the curriculum.
Behaviour and safety of pupils
Questionnaires from pupils and their parents and carers suggested that a small, but
significant minority had concerns about behaviour. Inspectors therefore looked in
detail at a range of evidence about pupils’ behaviour over time, and came to the
judgement that behaviour is good overall. In some classes, behaviour is exemplary.
The school’s records show no evidence of prejudice-based bullying or harassment of
a serious nature and indicate consistent behaviour over time. Records show that
pupils who have particular behavioural needs have made marked improvements due
to the support they receive. Parents and carers and pupils generally believe the
school deals well with any incidents that occur, and that incidents of bullying are
swiftly sorted out when brought to the school’s attention. Pupils feel safe in the
school, and are typically courteous and respectful to staff and visitors. They
understand how to keep themselves safe. Classrooms have a very positive climate
for learning, attendance is above average and the school is a cohesive learning
Leadership and management
Evidence from the school’s own monitoring and reports from external sources detail
steady and consistently good improvement since the last inspection. The governing
body, whose members have a good understanding of the current position of the
school, carry out their duties effectively. The exceptional headteacher and deputy
headteacher have developed effective professional development with a coaching
programme to improve teaching, in order to bring about greater consistency in
teaching and pupils’ progress. The recommendations in the last inspection report
have been addressed effectively. Leaders analyse data very well and use the results
to plan effective strategies for the improvement of groups, year groups and in
subjects, for example mathematics. Provision for disabled pupils, including deaf
pupils, and those who have special educational needs is well managed. Identification
of needs is accurate and secure, and interventions are planned systematically. The
impact of interventions as a whole can be seen in pupils’ improving progress. Middle
managers make a growing contribution to school improvement but do not yet
regularly monitor the quality of teaching and/or their areas of responsibilities.
One of the major successes of school leaders is the degree to which they have
achieved the commitment of the staff to the rapid improvements. All staff who
returned questionnaires were extremely supportive of the achievements of senior
managers. The ambition to improve is embedded at all levels in the school as a result
of the energy and drive of the headteacher and the deputy headteacher. There is a
good level of delegation and responsibility given to staff at different levels. The
school has strong capacity to improve further.
The governing body has ensured that statutory requirements, including for
safeguarding arrangements, are met. Equality is promoted effectively and
discrimination tackled vigorously. The curriculum is broad and balanced, and meets
the needs of pupils of different abilities particularly well. It promotes pupils’ spiritual,
moral, cultural and particularly social development very well during lessons and
through the wide range of extra-curricular and enrichment activities. Strengths in the
arts, particularly music, contribute well to pupils’ cultural development. The school
has developed excellent links with schools both within the United Kingdom and
abroad and this enhances pupils’ cultural understanding extremely well.
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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
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 2010 to 31 August 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 www.ofsted.gov.uk).
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.
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.
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.
3 February 2012
Inspection of Medstead Church of England School, Alton GU34 5GL
Thank you for welcoming us to your school this week, particularly the many of you
who discussed the school with me or my colleague, or who showed us how well you
You go to a good school. You are learning well in lessons because you are told what
you are aiming for at the start and generally are given work that is right for you.
Teaching is good and you achieve well. By the time you leave in Year 6, you reach
standards which are generally above those achieved by most pupils. Most of you
behave very well in lessons and we were pleased to see how well you concentrate.
Some of you filled in questionnaires, which showed that some of you think behaviour
is not always good. When we talked to you, you said a few pupils do misbehave but
that the school deals with it well. You also told us behaviour is generally good or
better, both in lessons and in the playground.
You the pupils, the school leaders and staff have done a huge amount to ensure the
school has continued to improve. Everyone wants it to go on improving so we have
asked the school to make sure that:
- teaching is improved in those few cases where it is not yet consistently good
- more of you achieve higher levels in English by practising your writing skills
in different subjects.
Best wishes for the future.