Rufford Infant School Closed - result of amalgamation Aug. 31, 2011
phone: 0115 *** ***
headteacher: Mrs J V Berry
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2011
- Reason closed
- Result of Amalgamation
- OSGB coordinates
- Easting: 453379, Northing: 345491
- GPS coordinates
- Latitude: 53.004, Longitude: -1.206
- Accepting pupils
- 3—7 years old
- Ofsted last inspection
- Feb. 9, 2009
- Region › Const. › Ward
- East Midlands › Nottingham North › Bulwell
- Urban > 10k - less sparse
- Rufford Primary and Nursery School NG68LE (327 pupils)
- 0.2 miles Snape Wood Primary and Nursery School NG67DS (203 pupils)
- 0.4 miles Bulwell St Mary's Primary and Nursery School NG68GQ (335 pupils)
- 0.5 miles Bonington Infant and Nursery School NG68AX
- 0.5 miles Rufford Junior School NG68LF
- 0.5 miles The River Leen School NG68AQ
- 0.5 miles The Bulwell Academy NG68HG (980 pupils)
- 0.6 miles Crabtree Farm Primary School NG68AX (438 pupils)
- 0.6 miles Alderman Derbyshire Comprehensive School NG68AQ
- 0.7 miles Cantrell Primary and Nursery School NG69HJ (484 pupils)
- 0.7 miles Hempshill Hall Primary School NG67AT (479 pupils)
- 0.8 miles Springfield Primary School NG68BL (201 pupils)
- 1 mile Stanstead Nursery and Primary School NG55BL (189 pupils)
- 1 mile Henry Mellish Comprehensive School NG69DS
- 1.1 mile Our Lady of Perpetual Succour Catholic Primary School NG69FN
- 1.1 mile Our Lady of Perpetual Succour Catholic Primary School NG69FN (248 pupils)
- 1.3 mile Top Valley School & Engineering College NG59AZ
- 1.3 mile Top Valley Academy NG59AZ (603 pupils)
- 1.4 mile Rise Park Primary and Nursery School NG55EL (478 pupils)
- 1.4 mile Rise Park Infant and Nursery School NG55EL
- 1.4 mile Westglade Junior School NG59BG
- 1.4 mile Westglade Infant and Nursery School NG59BG
- 1.4 mile Horsendale Primary School NG161AP (210 pupils)
- 1.4 mile Basford Hall College NG60NB
Rufford Infant School
|Unique Reference Number||122494|
|Local Authority||City of Nottingham|
|Inspection dates||9–10 February 2009|
|Reporting inspector||Kathleen Yates|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Chair||Mrs Liz Wiggins|
|Headteacher||Mrs Judy Berry|
|Date of previous school inspection||15 February 2006|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Hoewood Road|
|Nottingham NG6 8LE|
|Telephone number||0115 9155755|
|Fax number||0115 9155754|
|Inspection dates||9–10 February 2009|
Inspection report Rufford Infant School, 9–10 February 2009
© Crown copyright 2009
The inspection was carried out by two Additional Inspectors.
Description of the school
This is a smaller than average sized school with Early Years Foundation Stage provision for pupils in a Nursery and vertically grouped infant classes, which also include Reception children. The large majority of pupils are White British with a very small proportion of pupils learning English as an additional language. From time to time, the school supports a small number of children from Traveller communities. The proportion of pupils eligible for a free school meal is much higher than in most schools as is the proportion of pupils with learning difficulties and/or disabilities. Many pupils have a wide range of needs, from moderate learning or social and behavioural difficulties to profound and complex difficulties. No pupils have a statement of special educational need. A higher proportion of pupils than expected start and leave the school at times of the year other than the usual admission times.
In recognition of its work to promote health and the environment, the school has achieved many awards. These include the Quality Mark 2, Healthy Schools Gold award, Active Mark, Eco Schools Silver award and the National Wildlife Trust's Green Guardian. The school also has the Arts Mark Gold award for its commitment to the arts and the coveted School of Creativity status.
Key for inspection grades
Overall effectiveness of the school
This is a good school. It has some outstanding features. All parents who returned questionnaires were unanimously supportive of the school and highly appreciative of its contribution to the development of their children and the community. There is a very strong ethos focused on developing well-rounded pupils who are valued equally. Despite the rate of attendance being well below average, the school's provision ensures that pupils' personal development is outstanding. Pupils' behaviour is exemplary. They show very good understanding, respect and tolerance of the needs of others, learning from the excellent models provided by staff.
Children enter the Nursery class with a range of skills and knowledge which are overall much lower than typically found for their age, particularly in their personal skills and in their communication and language development. They make good progress throughout the Early Years Foundation Stage. By the time they enter Year 1, their skills and knowledge are still below average. Pupils continue to make overall good progress to the end of Year 2, achieving standards, which are broadly average in reading and mathematics. Standards are well below average in writing, although progress is at least satisfactory and the school acknowledges that this is an area for further development. Teaching, learning and the curriculum are good. Relationships are very strong and pupils are motivated to learn by a wide range of professional arts practitioners. There is a very good range of extra curricular activities. Staff and governors are successful in their drive to give all pupils a 'voice and a real choice'.
Excellent attention is paid to pastoral care and the well-being of pupils. This helps them to feel safe and secure in their surroundings so that they blossom as individuals. Pupils thoroughly enjoy their learning and have very positive attitudes. They contribute very well to the life of the school by taking on roles that benefit others. Pupils are guided very well academically.
Leadership and management are good and are enhanced by the very good teamwork among all staff. Subject leaders regularly monitor and evaluate the quality of teaching and learning. However, some subject leaders have yet to take a bigger part in analysis of the school's data on pupils' progress. Partnerships with neighbouring schools, outside agencies, allotment committee members, outside sports and creative partners are very well developed and effective in promoting pupils' health and well-being. Governance is satisfactory, with governors now playing a fuller part in the life of the school. Since the last inspection, there has been good improvement. The headteacher's vision and enthusiasm, supported by the commitment and contribution of staff, governors and parents, ensures that there is good capacity to improve further.
Effectiveness of the Early Years Foundation Stage
There are excellent policies, procedures and practices in place which ensure there is exemplary promotion of children's welfare. For example, before they start in Nursery, many children and their parents attend a weekly afternoon session, called 'Pathways to Nursery' in the school's community room. This is run by two teaching assistants who get to know the children and their parents very well. All children receive home visits, and the excellent induction procedures ensure very close relationships are forged with children and their parents. As a result, the children settle quickly and feel very safe and secure in a very warm and caring environment. Personal development and well-being are outstanding and this is most clearly seen in the way that children from different backgrounds and cultures work and play together in total harmony. Adults' good knowledge of how young children learn and develop ensures they plan activities which help children to learn through a good balance of teacher lead and child initiated activities both in and out of doors. The good progress made in Nursery continues when children move into their Reception year where they are taught alongside Year 1 and Year 2 pupils. They continue to access a good Early Years Foundation Stage curriculum where all areas of learning are covered well. They are very well behaved and most enthusiastic about their learning. Teaching assistants are well trained and very well deployed. They make a very good contribution to children's learning, using every opportunity to successfully promote independent skills. Many improvements have been made to the spacious outdoor learning environment which enhances the learning of all children in the Early Years Foundation Stage, including those who have disabilities.
Staff interact well with the children, constantly promoting their language through good modelling and discussion. As a result, children make very good progress in developing personal qualities that enable them to take responsibility for small tasks. They gain in confidence and by the end of Early Years Foundation Stage, they take care of their own needs and relate very well with others. Leadership and management are good. Regular assessments are made and work set is well matched to the small steps set for new learning. However, systems to record and evaluate exactly how well the children are doing are not yet fully developed. By the end of their time in the Early Years Foundation Stage, despite their good achievement, the standards children reach are generally below average in all areas of learning, but especially in their communication language and literacy. Children do best in their personal and social development where standards are closer to average.
What the school should do to improve further
- Build on the school's current initiatives to raise standards in writing.
- Extend the role of subject leaders so that they are all effective in monitoring and evaluating the progress pupils make.
Achievement and standards
Assessments for 2008 show pupils reached standards that were below average in mathematics and well below average in reading and writing. Almost half of the children in this age group had significant learning difficulties and/or disabilities. Nonetheless, they all achieved well from their starting points. The majority of pupils in the current Year 2 are working at levels which are broadly average in reading and mathematics. This was also the picture in 2006 and 2007. Standards in writing remain below average. The school is implementing many new initiatives to improve pupils' writing and encourage parents to work alongside their children to help them to reach higher standards. Because of the good teaching they receive, pupils are likely to meet the realistic targets set for them. Pupils of all abilities, including those with English as an additional language and those who need extra help with their learning or behaviour, achieve well and make good progress. The main reason for this is the good support they receive for their learning.
Personal development and well-being
Personal development and well-being are outstanding. Spiritual, moral, social and cultural development are equally so, due to the superb support pupils receive. As soon as they enter school, their confidence and self-esteem improve rapidly such that when they leave, they have very positive attitudes to learning. Behaviour is exemplary and pupils get on well together, valuing the friendships they make. 'Pupil Voice' ensures that all views are consulted and this has led to corporate decisions resulting in improving the playground, outdoor learning areas and a sensory garden project. School community life is strong and therefore, pupils feel very secure in their relationships with all adults. They have a good understanding of the benefits of healthy living and an excellent awareness of how to keep themselves safe from harm. Pupils are well prepared for the next stage in their education because they make good progress in developing their basic skills, gain self-confidence and work well with others. Although pupils want to come to school, because they enjoy it so much, a small minority are absent too often. This is mainly because of illnesses, but also because a small group of parents do not bring their children to school as often as they could.
Quality of provision
Teaching and learning
Teaching and learning are good. Pupils make good progress because of the positive learning environment in all classes. Careful assessment leads to detailed planning to meet the needs of all pupils in mixed age groups. Many pupils have complex learning needs and staff quickly identify these. Skilled teaching assistants provide very valuable support and are successful in building up pupils' confidence, which contributes to their good progress. Most lessons are creative and engaging with clear learning objectives and take account of pupils' views. Occasionally, progress slows, especially when lessons fail to capture pupils' imagination because they are slower moving or have dull content and the lesson objectives are not clear enough. There is a strong drive to involve parents in pupils' learning, especially in regular 'spellings' to which many are committed. As a result, pupils are becoming more accurate in their spelling and this is contributing to higher levels of confidence in their approach to writing tasks.
Curriculum and other activities
Curriculum provision is good. Staff are justly proud of their School of Creativity status, a national recognition of the school's work in providing an exciting curriculum, which links a range of subjects. The appointment of four professional resident artists and musicians adds immensely to pupils' enjoyment and engagement and contributes vastly towards pupils' outstanding personal development. The new Generations Project, helps pupils to trace the course of the River Leen and its impact on the local area. The school's acquisition of a local allotment, a generous gift from the allotment committee, has helped to raise pupils' understanding of healthy eating and 'green' issues. There is a high take up for a wide range of after school activities. Provision for literacy and numeracy is changing to take account of the new programmes of learning. While there are signs that initiatives to improve spelling are successful, there has not been sufficient time for this to impact on raising standards in writing. Computers are outdated and bulky and the associated furniture is the wrong size for most pupils. The personal, social and health curriculum is a very strong and essential part of the school's provision for personal development.
Care, guidance and support
Care, guidance and support for pupils' pastoral and academic development are outstanding. Checks on the suitability of staff and procedures for child protection meet all requirements. There is a very high level of commitment on the part of all staff to encourage enjoyment and achievement. Partnerships with a wide range of agencies and professionals enhance the school's work exceptionally well and ensure that vulnerable children and the more able are supported very effectively. Pupils have a very good understanding of their targets which they set in discussion with their teachers. Parents are given very good opportunities to be involved in their children's learning. Leaders are using every strategy at their disposal to encourage parents to send their children to school as often as they can so that they have every opportunity to learn.
Leadership and management
The headteacher, the deputy headteacher, all the staff, and the governors are committed to making a difference to the lives of all the children who pass through Rufford Infant school. To this end, they have sought and been successful in attracting much extra funding which is helping to enrich the curriculum immensely. The school has an outstanding knowledge and understanding of and commitment to the community it serves. Consequently, it has excellent strategies in place, which promote all aspects of links with different groups in the local and wider community extremely well. Self-evaluation is accurate and this leads to realistic targets being set. Subject leaders are very knowledgeable and ensure the enriching curriculum meets the needs of all pupils well through regular work scrutiny and observations of teaching. Even so, some leaders are at an early stage of monitoring and evaluating the progress pupils make, so that this task is not yet evenly shared. Governors are supportive and visit the school regularly although they have yet to access training to gain a better understanding of how to evaluate the school's performance in order to carry out their checks effectively. The school runs very smoothly on a day-to-day basis.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||1|
|The capacity to make any necessary improvements||2|
Effectiveness of the Early Years Foundation Stage
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||1|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||1|
|How effectively is provision in the EYFS led and managed?||2|
Achievement and standards
|How well do learners achieve?||2|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||2|
Personal development and well-being
|How good are the overall personal development and well-being of the learners?||1|
|The extent of learners' spiritual, moral, social and cultural development||1|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||1|
|The extent to which learners enjoy their education||1|
|The attendance of learners||3|
|The behaviour of learners||1|
|The extent to which learners make a positive contribution to the community||1|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
The quality of provision
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||1|
Leadership and management
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||3|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||1|
|How well does the school contribute to community cohesion?||1|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||3|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Text from letter to pupils explaining the findings of the inspection
10 February 2009
Inspection of Rufford Infant School, Bulwell, NG6 8LE
Thank you for the very friendly welcome you gave to my colleague, Mr Perkins, and me when we visited your school recently. We enjoyed talking to you and visiting your lessons. Your views were very helpful in giving us a picture of your school.
These are some of the best things about your school:
- Everyone in the school takes excellent care of you.
- You are taught well and your school is well managed. This helps you to make good progress in your learning.
- You behave very well and treat each other with great respect.
- You thoroughly enjoy lessons and make good progress in your learning.
- You have the chance to work with adults who are specialists in their subjects and their regular visits ensure you have expert tuition in music, drama and sports.
- Your parents are very positive about the school.
We have asked the school to make a few improvements by:
- building on the good start made to help you to reach higher standards in your writing
- asking all the teachers who are in charge of subjects to become involved in measuring how much progress you are making.
We think you are very fortunate to have such a good beginning to your life at school. There is one way in which you can help and that is by making sure you come to school as often as you can.
We wish you well for the future and we know that when you move on you will have very fond memories of your time at Rufford Infant School,