Samuel White's Infant School
Primary Headteacher: Mr Mike Coyne
School holidays for Samuel White's Infant School via South Gloucestershire council
270 pupils capacity: 91% full
125 boys 51%
120 girls 49%
Last updated: June 19, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 364208, Northing: 172004
- GPS coordinates
- Latitude: 51.446, Longitude: -2.5164
- Accepting pupils
- 5—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 27, 2013
- Region › Const. › Ward
- South West › Kingswood › Hanham
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- Hanham Abbots Junior School BS153PN (381 pupils)
- 0.2 miles Hanham High School BS153LA (1005 pupils)
- 0.2 miles Hanham Woods Academy BS153LA
- 0.3 miles Christ Church Hanham CofE Primary School BS153LA (269 pupils)
- 0.7 miles Beacon Rise Primary School BS158NU (477 pupils)
- 0.8 miles John Cabot City Technology College BS158BD
- 0.8 miles John Cabot Academy BS158BD (1031 pupils)
- 1 mile Broomhill Infant School & Children's Centre BS44UY (219 pupils)
- 1 mile Barrs Court Primary School BS307JB (309 pupils)
- 1 mile Our Lady of Lourdes Catholic Primary School BS158PX (207 pupils)
- 1.1 mile Air Balloon Hill Junior School BS57PB
- 1.1 mile Broomhill Junior School BS44NZ (198 pupils)
- 1.1 mile Two Mile Hill Junior School BS158AA
- 1.1 mile Two Mile Hill Infant School BS158AA
- 1.1 mile Air Balloon Hill Infant School BS57PB
- 1.1 mile Longwell Green Primary School BS309BA (405 pupils)
- 1.1 mile Courtney Primary School BS159RD (204 pupils)
- 1.1 mile Air Balloon Hill Primary School BS57PB (714 pupils)
- 1.1 mile Two Mile Hill Primary School BS158AA (537 pupils)
- 1.2 mile St Anne's Park Primary School BS44BJ
- 1.2 mile The Park Primary School BS159TP (561 pupils)
- 1.2 mile Encompass Education BS58JU
- 1.2 mile The Kingfisher School BS44BJ (179 pupils)
- 1.3 mile Parkwall Primary School BS308AA (142 pupils)
Ofsted report transcript
Samuel White's Infant School
Abbots Avenue, Hanham, Bristol, BS15 3PN
|Inspection dates||20–21 May 2015|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school
It is not yet an outstanding school because
| Samuel White’s Infant School is a rapidly |
By the time pupils leave at the end of Year 2, the
Teachers inspire pupils to learn. They grab pupils’
The way the teachers mark work helps pupils to
Pupils develop their basic skills well and they
The promotion of pupils’ spiritual, moral, social
improving school. Pupils make good, and
increasingly speedy, progress.
standards they reach are broadly in line with the
national average, and are rising.
attention through the lively way they introduce
new learning. Pupils stay focused because they
enjoy the work they have to do.
know what they have done well and how they can
do even better next time.
regularly practise and apply their skills and
understanding through the work they do across all
the subjects they learn.
and development is woven through all their
learning. Pupils understand right from wrong and
they develop a love of art and music as a result of
the enjoyable experiences they have in school.
| Pupils behave exceptionally well at all times. Their |
The school is a safe and nurturing place in which to
All leaders and managers share a determined drive
Leaders’ meticulous attention to detail has brought
Governors provide high levels of challenge. They
attitudes to learning are very strong. All pupils and
adults get on very well together. These features
contribute strongly to the progress pupils make.
learn. Pupils know that they are safe and their
parents and teachers agree.
and ambition which have resulted in significant
improvements to the quality of teaching and to
about impressive consistency in all aspects of the
school’s provision. The consistently high
expectations of all members of staff have helped
pupils’ progress to speed up.
know the strengths and the ways the school could
improve further. They make sure that leaders in
school are doing everything they can to make
things even better.
| Over time, pupils have not made rapid and |
sustained progress because teachers do not
always use questions to help pupils to think at a
Information about this inspection
- Inspectors observed teaching and learning in 15 lessons and parts of lessons, most of them jointly with
the primary headteacher or the head of infants.
- Discussions took place with the primary headteacher, the head of infants, other leaders in school,
members of the governing body, representatives of the local authority and with parents and pupils.
- Inspectors took account of the 78 responses to the online questionnaire, Parent View. They also discussed
the views of parents through informal conversations in school.
- Inspectors considered leaders’ views on the quality of the school’s work and their plans for school
improvement, as well as gathering information about pupils’ progress. They looked at teachers’ planning,
pupils’ work, documentation about safeguarding procedures and samples of the targets teachers receive
to improve their performance.
- The inspection team analysed the 29 questionnaires completed by the staff.
|Jeanne Simpson, Lead inspector||Additional inspector|
|Phil Taylor||Additional inspector|
Information about this school
- Samuel White’s Infant School is an average-sized school.
- The school federated with its partner junior school in September 2013 to become the Hanham Primary
Federation. The headteacher of the junior school became the primary headteacher and a new
appointment was made to the post of head of infants. Both of these appointments took effect after the
time of the previous inspection.
- The pupils are taught in single age classes, three for each of Reception, Year 1 and Year 2.
- The proportion of pupils supported by the pupil premium (additional government funding for pupils known
to be eligible for free school meals and children who are looked after) is lower than average.
- Most of the pupils are from a White British background.
- The proportion of disabled pupils and those with special educational needs is lower than the national
- The children in the Reception classes all attend full time.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is outstanding and further accelerate pupils’ progress by
ensuring that teachers find interesting ways, including through the use of questioning, to probe pupils’
understanding and thinking so that pupils learn at a deeper level.
|The leadership and management||are outstanding|
- Samuel White’s Infant School has improved rapidly since the time of the previous inspection. This is
because of the clear and highly effective leadership of the primary headteacher and the head of infants.
Parents are delighted with the school and almost all who responded on Parent View would recommend the
school to others.
- All leaders, including governors, have worked together to create a school where only the best is good
enough. Staff are overwhelmingly positive about the changes that have happened and are proud of how
the school has improved.
- Teachers who lead subjects have contributed exceptionally well to the improvement journey. They know
what is going well in their subjects and are taking appropriate actions to make things even better. They
use their own expertise to help others. As a result of their efforts, alongside the drive of the headteachers,
the quality of teaching and pupils’ achievement have improved and are continuing to improve over time.
- The targets that teachers have to improve their performance are challenging. Teachers recognise that the
training they have had has helped them to develop their skills well.
- The additional funding for primary sport has enabled the school to employ a specialist teacher to work
with all the pupils in Key Stage 1 and to lead after-school clubs. This is helping to improve pupils’ skills.
The school is a member of a local sports partnership which provides training for the teachers as well as
involvement in sports festivals. New equipment has highlighted the importance of sport. More pupils are
now involved in new activities and this is helping them to raise their standards and to develop good
attitudes towards being healthy and fit.
- Pupils love learning across all subjects. The subjects are organised so that pupils learn the basic skills in
English and mathematics and practise and apply these skills through their activities when they ‘explore
learning’. Pupils work towards challenges which are matched to their abilities. They have the freedom to
reach these challenges in any way that they choose. This inspires them to try hard.
- The development of pupils’ spiritual, moral, social and cultural understanding is consistently promoted
through all their activities. The rules about how pupils should behave are displayed in every classroom and
help them to understand right from wrong. They learn about other cultures, faiths and lifestyles through
music, art and dance, as well as through history, geography and religious education. The school council,
the freedom pupils have to make choices about their learning, alongside the opportunities they have to
hold posts of responsibility, all help them to develop an understanding of British values. Pupils’
involvement in the local community and the tolerance and respect they show to others shows that they
are well prepared for life in modern Britain.
- Leaders use the pupil premium funding effectively to provide well-targeted support for disadvantaged
pupils. Pupils’ progress is speeding up through the additional support they receive individually and in small
groups, both within the classroom and through special programmes of work. Leaders check that the
funding is making a difference and they respond very swiftly if progress slows. As a result, gaps in
attainment are closing rapidly.
- There is no significant difference between the achievement of any groups of pupils. This demonstrates the
school’s drive to promote equality of opportunity and to tackle discrimination.
- The school’s arrangements for the safeguarding of pupils meet requirements. All staff know the actions
they should take if they are worried about a child’s welfare. Leaders are vigilant in making the necessary
checks when they appoint new staff.
- The local authority has provided very effective support since the previous inspection. It has an accurate
view of the school’s effectiveness. Support has been withdrawn appropriately as the school has become
- The governance of the school:
The work of the governing body has significantly improved since the previous inspection. Governors use
their individual skills wisely to provide high levels of challenge and support for leaders. They use
information about pupils’ progress confidently and accurately to compare the school’s effectiveness with
other schools nationally. They know that disadvantaged pupils are getting the help they need and that
the gaps are closing. They visit the school regularly to check on the quality of teaching and to find out
the views of pupils and parents. They know that teaching is good, and improving, and that the targets
that teachers have to improve their performance are resulting in improvements. They make sure that
underperformance is tackled and they ensure that effective teachers are rewarded by progression
through the pay scales.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. All adults in school show the pupils, through their actions, how to
treat everyone with respect. As a result, pupils understand the high expectations that staff have of their
behaviour. They demonstrate their understanding through their exceptionally polite, considerate and
caring behaviour towards each other and towards all adults at all times.
- Pupils show an impressive love of learning. They apply themselves to their work with levels of
concentration which belie their age. In the few examples of off-task behaviour seen during the inspection,
teachers could bring the pupils back to their tasks through a raised eyebrow or a quiet reminder. The very
few entries in the records kept by the school show that there are almost no serious incidents.
- Pupils take great care with their work and they are proud to share their learning. Displays in the classroom
show that pupils’ work is valued.
- In the playground, pupils of all ages play together well. The enthusiasm with which they skip into school
each morning is a joy to see. Parents say that their children are happy and that behaviour is a strength of
- Pupils understand the difference between bullying and rough play. They say that they learn about
different kinds of bullying regularly in lessons and in assembly. They are not worried that they might be
bullied. They are confident that they could talk to any adult in school if they were ever concerned.
- Pupils understand the need for rules. They know what happens if they make wrong choices about their
behaviour. They are pleased that pupils who always behave well are recognised and rewarded, especially
the sparkly stickers they get from the headteacher!
- Pupils who find it difficult to manage their behaviour have effective support. As a result, there are very
few incidents. There have been no exclusions since the previous inspection.
- The school’s work to keep pupils safe and secure is outstanding. Pupils know that they are safe in school
and their parents and teachers agree.
- The site is very secure. The system for allowing visitors into the school ensures that pupils’ safety is not
put at risk.
- Attendance is above average and is continuing to improve. The school is vigilant in checking that pupils
are safe if they are absent from school.
- Pupils are highly aware of how to keep themselves safe in a variety of situations. They talk knowledgeably
about how to use the internet safely, both in school and at home. The recent visit from the fire service,
and the road safety talks they have, equip them with the skills they need in the wider world.
|The quality of teaching||is good|
- Teaching is consistently good and is getting better all the time. Much of the teaching seen during the
inspection was inspirational and enabled pupils to make rapid progress. However, this has not always
been the case during the time that the oldest pupils have been in the school. Therefore, teaching is not
outstanding over time.
- Teachers inspire pupils to want to learn. They find highly creative ways to draw pupils into learning. The
interesting tasks teachers set provide high levels of challenge and keep pupils engaged in their work. The
love of learning is so strong that teachers use it as a reward. As one teacher said during the inspection, ‘If
you try hard today, we’ll do something really exciting tomorrow!’
- Teachers mark work in a way which helps pupils of all abilities know what they have done well and what
they need to do to improve their work next time. Pupils know that they are on a journey of getting better
and better. They want to improve and they check their own work against the suggestions made by the
teachers to make sure that they are putting the advice into practice.
- Teachers have high expectations, which the pupils try very hard to reach. Teachers use their very good
subject knowledge to help pupils to build new learning on their previous skills, knowledge or
understanding. During lessons, they check that pupils are not finding things too easy or too hard. They
adapt their teaching to extend those who show that they understand and to provide extra support for
those who need it, frequently through working with a teaching assistant.
- Teaching assistants play an important role in speeding up the progress pupils make. They support pupils
well through the questions they ask and they make sure that pupils have the understanding they need to
be successful with their work.
- Most teachers ask questions which challenge the pupils to think at a deeper level. This helps them to
make rapid progress. However, this is not always the case. Sometimes they miss chances to probe pupils’
thinking which means that that their learning is not always extended fully.
- Pupils read well. They regularly practise at home and in school. Teachers support them effectively to use
their knowledge about phonics (letters and the sounds they make) to build unfamiliar words. Pupils
understand how to look for deeper meaning in the text. Displays around the school encourage pupils to
explore books. The recently refurbished library stimulates their interest and shows the importance of
books and reading.
- The teaching of writing is particularly effective. Teachers help pupils to write imaginatively and with
correct punctuation and spelling. They provide effective support through displays in the classrooms and
through the resources pupils have on their desks, so that pupils can write without interruption. The style
of handwriting which the school has introduced is helping pupils to write fluently and at length.
- In mathematics, teachers plan carefully so that there is clear progression in the way they teach skills.
They make sure that pupils of all abilities have work at a level which challenges their thinking, but does
not frustrate them. Pupils have good understanding of number facts and they frequently apply their skills
through practical work and problem solving. As a result, pupils are developing their mathematical
understanding at a faster rate than in the past.
|The achievement of pupils||is good|
- Achievement is improving at an impressive rate. The work currently in pupils’ books shows that pupils are
making rapid progress in reading, writing and mathematics and good achievement overall. However, gains
in pupils’ achievement have not been consistently rapid enough from the time that they started school .
Current rates of progress need to be consolidated so that more pupils make rapid progress over longer
periods of time.
- Pupils who left the school at the end of Year 2 in 2014 reached standards which were broadly in line with
the national average. More pupils are on track currently to reach both the expected levels and the higher
levels than at this time last year. The standards that pupils reach mean that they are well prepared for the
next stage of their education.
- The proportion of pupils reaching the expected standards in the phonics reading check at the end of Year
1 is above average and is rising steadily. Pupils use their skills confidently and accurately when they are
reading and writing.
- Over the last three years, the proportion of the most able pupils reaching the higher levels has been below
average in reading, writing and mathematics. However, the records kept by the school and the work
currently in pupils’ books show that their achievement is good and more pupils are on track to reach the
higher levels by the end of this year.
- Pupils do equally well in reading, writing and mathematics. There is no significant difference in the
achievement of boys and girls. Parents say that their children are improving ‘in leaps and bounds’. They
are not mistaken.
- The progress made by disabled pupils and those with special educational needs has improved significantly.
They are now often making better progress than their classmates, which is helping them to catch up. The
support they receive is chosen carefully so that it meets their needs. They are often taught individually or
in small groups, both in the class and in separate lessons with a teacher or a teaching assistant. Their
progress is checked regularly and the school is quick to respond if progress shows any signs of slowing
which helps them to make good and better progress.
- Disadvantaged pupils also receive well-chosen support and, as a result, they make good progress. They
particularly benefit from learning in the the school’s special area for outdoor learning. The targets they
have to develop particular skills while they are learning outdoors help raise their confidence and their self-
esteem and improve their attitudes to learning. They return to their classes more ready to learn, which
helps them to make faster progress. By the time they leave they are about a term behind other pupils in
school and other pupils nationally and the gap is closing rapidly.
|The early years provision||is outstanding|
- Children of all abilities make rapid progress during their time in the Reception classes. When they start
school, their skills and understanding are slightly below those typically found for their age. The highly
effective provision across all three classes means that a much higher proportion than the national average
reaches a good level of development by the time they move into Year 1.
- Children whose skills are low on entry have effective support so that they catch up rapidly. The support
provided for pupils who need to improve their speaking and listening skills helps them to develop
confidence and understanding exceptionally well. They quickly acquire the language they need to join in
learning with the rest of the class.
- Children and adults get on very well together. Children reflect the positive examples of politeness and
respect shown by the adults. They share willingly with each other and take turns sensibly. Their behaviour
at all times is excellent.
- All adults know what young children need to help them to thrive. They make careful observations and they
provide just the right activities so that children can take the next steps in their learning. The extended
conversations adults have develop the children’s language and help the children to make rapid gains in
- The most able children do well because they have many chances to extend their own learning and the
adults are always on hand to challenge them further.
- Teachers and other adults explain new ideas carefully and systematically. They check that the children
understand and the well planned activities enable the children to practise and apply their learning.
- Children cannot wait to get in the classrooms in the morning. The classrooms are exciting and engaging
places in which to learn. The outdoor area is not of the same high quality as indoors because some of the
equipment is rather jaded, but this does not prevent the children from learning well. During the
inspection, inspectors were entranced by the adult who was leading a group of children round the outdoor
area waving ribbons in different shapes and singing. The children, including the boys, could not wait to
join in and they were queueing up to have a turn.
- Parents are delighted with the progress their children are making. They say that the careful start to the
year helped their children to settle very quickly because routines and expectations were established from
the day they started. The ongoing partnership with parents means that learning is able to be a continuous
experience, both in school and at home.
- Children are very safe because all adults set up the activities carefully and they check that children are
aware of any potential risks.
- The highly effective work of the early years leader has improved the quality of teaching and children’s
achievement since the previous inspection. She has an accurate view of the strengths. The actions she is
taking are the right ones to maintain the excellent provision she has created.
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
|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
|Unique reference number||109033|
|Local authority||South Gloucestershire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||5−7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||253|
|Appropriate authority||The governing body|
|Chair||Dr Rhona Phelps|
|Primary headteacher |
Head of infants
|Mike Coyne |
|Date of previous school inspection||27–28 June 2013|
|Telephone number||01454 862510|
|Fax number||1454 862511|