Penhale Infant School,Nursery & Hearing Impaired Resource
phone: 023 92821016
headteacher: Mrs Kate Keller
240 pupils capacity: 110% full
135 boys 51%
125 girls 48%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 465347, Northing: 100285
- GPS coordinates
- Latitude: 50.798, Longitude: -1.0741
- Accepting pupils
- 4—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 10, 2013
- Region › Const. › Ward
- South East › Portsmouth South › Fratton
- Urban > 10k - less sparse
- SEN priorities
- HI - Hearing Impairment
- Free school meals %
- 0.1 miles The North End Centre PO15EF
- 0.3 miles Priory School (Specialist Sports College) PO40DL (1211 pupils)
- 0.3 miles Priory School (Specialist Sports College) PO40DL
- 0.4 miles Devonshire Infant School PO40AG (179 pupils)
- 0.4 miles Froddington Park Infant School PO54LS
- 0.4 miles Arundel Court Junior School PO11JE
- 0.4 miles Arundel Court Infant School PO11JE
- 0.4 miles Fernhurst Junior School PO40AG (344 pupils)
- 0.4 miles Somersgrove Junior School PO54LS
- 0.4 miles St John's Cathedral Catholic Primary School PO11PX (250 pupils)
- 0.4 miles City of Portsmouth Girls' School PO15PF
- 0.4 miles Somers Park Primary School PO54LS
- 0.4 miles ARK Ayrton Primary Academy PO54LS (343 pupils)
- 0.4 miles Portsmouth Academy for Girls PO15PF (722 pupils)
- 0.4 miles Arundel Court Schools PO11JE (563 pupils)
- 0.5 miles The Brambles Nursery School and Children's Centre PO40DT (89 pupils)
- 0.5 miles Goldsmith Infant School PO40DT (175 pupils)
- 0.5 miles St Edmund's Catholic School PO11RX (822 pupils)
- 0.5 miles Madani Primary School PO14JZ
- 0.6 miles Charles Dickens Junior School PO14PN
- 0.6 miles Charles Dickens Infant School PO14PN
- 0.6 miles Manor Infant School PO15QR (246 pupils)
- 0.6 miles St Luke's CofE VA Secondary School PO54HL
- 0.6 miles Miltoncross School PO36RB (886 pupils)
Penhale Infant and
Nursery School and Sensory
Penhale Road, Fratton, Portsmouth, PO1 5BG
|Inspection dates||10−11 July 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
| Attainment is average by the end of Year 2. |
Children in the Nursery and Reception
Good teaching ensures that pupils learn well.
Most pupils make good progress in reading,
writing and mathematics, given their starting
points. This is due to good, and occasionally
classes, including the children who benefit
from the sensory impaired resource provision,
achieve well due to effective provision that
meets their individual needs well.
Lessons are well organised with interesting
activities and a good brisk pace that
promotes effective learning.
| Strong, supportive relationships across the |
Well trained support staff make a good
Careful checks on pupils’ progress enable the
Due to clear and determined leadership and
school ensure pupils feel very safe, behave
well and enjoy all that is on offer.
contribution to pupils’ effective learning.
school to quickly identify pupils falling behind
and put effective measures in place to ensure
they catch up.
management, well supported by governors, the
headteacher and deputy headteacher are
ensuring the school is improving well after a
period of decline.
| In mathematics, teachers make too much use |
Although there is some very good marking, it
of worksheets and do not give pupils enough
opportunities to investigate or solve
is not yet consistent in all subjects.
| Information and communication technology is |
New approaches introduced by senior staff are
not used consistently enough to support good
not yet consistently implemented by all staff.
Information about this inspection
- The inspectors observed 25 lessons or part lessons, of which two were joint observations with
- Meetings were held with two groups of pupils, the Chair of the Governing Body and three other
governors, a local authority officer, the leadership team and other senior staff.
- Inspectors took account of the 16 responses to the on-line Parent View survey. One inspector
also spoke to several parents and carers when they brought their children to school.
- They observed the school’s work and looked at a number of documents, including the school’s
own information on pupils’ current progress, planning and checks on the quality of teaching,
records relating to behaviour and attendance, and documents relating to safeguarding.
- The inspectors listened to pupils from Year 1 and Year 2 read.
|Jant Sinclair, Lead inspector||Additional Inspector|
|Fiona Robinson||Additional Inspector|
Information about this school
- Penhale is a larger-than-average-sized primary school.
- The proportion of pupils from minority ethnic groups is average. Some of these pupils are at an
early stage of learning English.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is average. The proportion of pupils supported at school action plus or
with a statement of special educational need is also average.
- The number of pupils eligible for additional funding through the pupil premium (additional
funding for pupils in local authority care, from armed forces families, or those known to be
eligible for free school meals) is well above average. Two children, both of whom are in the
Nursery, benefit from the sensory impaired resource, a needs based allocated resource.
- The school has a 50-place Nursery and children attend either in the morning or the afternoon. A
high proportion of the children who attend the Nursery move into the Reception classes in the
- The school has experienced several staffing changes since the previous inspection, including the
appointment of a new headteacher in April 2012 and a new deputy headteacher in January
What does the school need to do to improve further?
- Improve the overall quality of teaching from good to outstanding by making sure that teachers:
provide more opportunities for investigating and problem solving in mathematics and make
less use of worksheets as a tool for learning
make greater use of information and communication technology to support and extend pupils’
extend current good practice in marking to all subjects.
- Make sure that the school’s new approaches to accelerating progress and improving the quality
of teaching and learning are consistently implemented by all staff.
|The achievement of pupils||is good|
- Attainment at end of Year 2 is in line with typical expectations in reading, writing and
mathematics. Given pupils’ starting points, their progress is good.
- Children start in the Nursery with skills and abilities that are generally well below those expected
for their age and achieve well during their time in the Early Years Foundation Stage
- Children with sensory impairment are fully integrated into the Nursery and benefit from regular
one-to-one support for their specific needs. As a result, they make good progress.
- Disabled pupils, those who have special educational needs, and those with English as an
additional language have made good progress this year. This is because they get good support
and effective help for their specific needs.
- Effective tracking and regular meetings to discuss pupils’ progress enable the school to check
quickly on pupils who are not doing well enough and put effective support in place to ensure
they catch up. This helps to ensure that all pupils have an equal chance to succeed.
- There are an above average proportion of pupils supported through the pupil premium funding
and they achieve well. The school makes good use of the funding to improve pupils’ progress in
English and mathematics and promote their self-esteem. In 2012, pupils funded through the
pupil premium did better than average in the national tests and close to the school average.
Current attainment and progress across the school are better than the national average for their
group. Pupils eligible for free school meals are less than a term behind other pupils in English
- The school ensures pupils achieve well in reading due to well-planned, daily guided reading
sessions that focus well on key skills, daily letters and sounds (phonic) work and careful
assessments. Pupils who read to inspectors said they like reading because they get help and
read lots of different books that they enjoy.
- The school has worked hard to improve pupils’ writing skills so that they are now mainly good.
This is due to regular opportunities for extended writing tasks that are used to set the next steps
for pupils’ learning and a strong focus on clear expectations for pupils’ learning in lessons.
- Progress in mathematics is good overall, with a good emphasis on subject coverage and the
development of pupils’ mental mathematics skills. However, there is sometimes too much use of
worksheets and not enough emphasis on pupils’ investigating, for example to find patterns or
solving practical problems related to real-life situations, and this slows their overall progress.
|The quality of teaching||is good|
- Teaching is good and occasionally outstanding. This enables pupils to learn well.
- Teachers plan well-structured, interesting lessons, challenge pupils well through effective
questioning and make good use of resources that engage pupils well in their learning.
- Outstanding teaching, as seen in the Nursery and Year 2, is characterised by high expectations,
skilful questioning and very careful on-going assessment of pupils’ learning. This ensures pupils’
full engagement in their learning.
- Teachers make good use of words specific to subjects, such as ‘simile’ and ‘alliteration’ in
English, and ensure that pupils understand and use the terms appropriately in their work.
- Pupils have good opportunities to develop their speaking and listening skills, for example when
working as talk partners or when discussing their work in groups, as was seen in the Early Years
classes and in a Year 2 lesson during the inspection.
- There is much evidence of effective marking, clear targets and setting next steps for pupils’
learning. This was clearly seen in a Year 2 lesson where pupils carried out a detailed review of
their work in response to the teacher’s marking and discussed key areas for improvement.
However, marking is not used consistently in all subjects, so pupils do not fully benefit from
- Pupils’ achievement in the national phonics screening assessment in Year 1 improved greatly this
year as a result of improved teacher expertise, training for teaching assistants and effective
phonics teaching across the school.
- Effective use of teaching assistants ensures they make a valuable contribution to pupils’ learning,
particularly disabled pupils and those who have special educational needs and those eligible for
the pupil premium.
- Teachers do not yet make enough use of pupils’ information and communication technology
skills. When they do, as was seen in a Year 1 guided reading session, higher attaining pupils
used their skills well and were fully challenged by the task. This very good practice is not yet
- Children in the Nursery and Reception classes, including the children with sensory impairment,
make good progress due to effective provision that includes detailed planning, good use of
assessment to set next steps, skilful questioning and good relationships that ensure children are
confident, independent learners. They make particularly good use of the recently refurbished
and extended outdoor area.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is good, both in lessons and around the school. Pupils enjoy their lessons and
get on really well together. They say that most pupils behave well, but there is some rough
behaviour that is sorted out quickly by staff. Good relationships and effective behaviour
management support pupils’ behaviour well.
- Pupils are clear about what bullying is and find assemblies and circle time very helpful in giving
them clear guidance. They say there are a few incidents of bullying, mainly name calling, and it
is quickly sorted out by staff. There are no recorded incidents of bullying or racism.
- Pupils say that they feel very safe in school and know that there is always an adult they can go
to if they have any concerns. They know teachers will sort things out if they put a note in the
- Children with sensory impairment behave well and enjoy all that is on offer in the Nursery.
- Pupils have positive attitudes to school, concentrate well on their work and enjoy their learning.
They enjoy being school councillors and are pleased with the picnic benches and sun umbrellas
they have bought and all pupils enjoy using.
- Attendance is average and the school has worked hard, and successfully, to improve attendance
from below average through very careful monitoring and rewards for good attendance.
- The school provides a safe environment for its pupils. Staff ensure pupils develop safety
awareness through, for example, talks in assemblies, including talks on e-safety. Policies and
procedures for behaviour and safeguarding are fully in place.
- All parents who responded to the on-line Parent View survey and those spoken to during the
inspection, as well as school staff, agree that behaviour is good and the children are safe in
school. Inspection evidence confirms these views are accurate.
|The leadership and management||are good|
- The headteacher, well supported by the deputy headteacher and with the commitment of all
staff, has ensured the school has improved well following a dip in the quality of teaching and
pupils’ rates of progress after the previous inspection. The school has fully addressed the key
issues from the previous inspection that involved improving the outdoor area and the use of
assessment. This shows that there is capacity for further improvement.
- Senior staff, subject and aspect leaders have all worked extremely hard and successfully to
ensure good quality teaching that promotes effective learning in subjects for all pupils, including
those children with sensory impairment.
- The headteacher has an accurate view of the school and has ensured that the key priorities are
focused on the most important areas for improvement. Progress towards meeting the targets set
is reviewed regularly by senior staff and governors to ensure that the school is on track.
- Strong, but supportive, monitoring of teaching and learning has ensured a good improvement in
the quality of teaching across the school. Staff have visited outstanding schools, coaching is
given where needed, and careful checks are made to ensure teaching improves.
- The process of setting individual and whole-school targets for all staff is fully in place. Targets
are specific, closely linked to school improvement issues and reviewed regularly. This ensures a
strong commitment by all staff to ensuring they are met.
- The school receives good support from the local authority officer, who knows the school well and
has provided support and challenge to the school in equal measure.
- Although much has been put in place to bring about rapid improvement, new approaches
introduced by leadership to improve teaching and learning are yet to be fully adopted and
embedded across the school and this has limited the pace of improvement.
- The curriculum, which has been revised since the last inspection, provides good opportunities for
pupils to develop their skills through interesting topics, excellent art work and a good focus on
enhanced learning that gives pupils a chance to follow up on their interests and work
independently. Good use of sports coaches enhances pupils’ physical education.
- Pupils’ spiritual, moral, social and cultural development is promoted well. Pupils are kind and
caring, know right from wrong and enjoy all the opportunities they get to work together and
support each other.
- Parents and carers are happy with the school and what it provides. Parents spoken to were very
pleased with the recent improvements and how they had impacted positively on their children’s
learning. The school keeps them well informed through regular newsletters and detailed reports
on their children’s progress.
- The governance of the school:
Governors fulfil their statutory duties well. They have a good knowledge of the quality of
teaching and learning because they are kept well informed by the headteacher and come in to
school to follow up on key school improvement targets. They have a good idea of how well
pupils are doing, due to regular updates from the headteacher and visits to classes to see for
themselves. Governors carry out regular safety checks, including site safety, and ensure that
appropriate safeguarding procedures are in place so that pupils and staff are kept safe. They
carefully monitor the school’s finances, including the pupil premium funding and how it is
spent. They are about to carry out a review of its impact. Governors undertake regular training
so that they develop their expertise and to ensure they are informed of local and national
initiatives. They are involved in setting performance management targets for the headteacher.
They also know that there is a similar process for staff, including procedures for dealing with
any underperformance, and are keen to ensure that teachers’ performance is linked securely
to increases in salary.
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||116210|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||3−7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||263|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 January 2009|
|Telephone number||02392 821016|
|Fax number||02392 828738|