School etc

Sunnymede Infant School

Sunnymede Infant School
Mons Avenue

phone: 01277 624592

headteacher: Mrs Melissa Eades Bed Hons


school holidays: via Essex council

178 pupils aged 4—6y mixed gender
180 pupils capacity: 99% full

90 boys 51%


85 girls 48%


Last updated: June 19, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 568679, Northing: 194540
GPS coordinates
Latitude: 51.624, Longitude: 0.43543
Accepting pupils
5—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 19, 2010
Region › Const. › Ward
East of England › Basildon and Billericay › Billericay East
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
Trust school
Is supported by a Trust
Billericay Community Trust

rooms to rent in Billericay

Schools nearby

  1. 0.1 miles Sunnymede Junior School CM112HL (227 pupils)
  2. 0.8 miles The Billericay School CM129LH
  3. 0.8 miles St John's School CM120AR (311 pupils)
  4. 0.8 miles The Billericay School CM129LH (1725 pupils)
  5. 0.9 miles Quilters Junior School CM129LD (254 pupils)
  6. 0.9 miles Quilters Infant School CM129LD (180 pupils)
  7. 0.9 miles South Green Junior School CM129RJ (227 pupils)
  8. 0.9 miles South Green Infant School CM112TG (237 pupils)
  9. 1 mile St Peter's Catholic Primary School CM112UB (419 pupils)
  10. 1 mile Mayflower High School CM120RT
  11. 1 mile Mayflower High School CM120RT (1515 pupils)
  12. 1.1 mile Buttsbury Infant School CM120NX (360 pupils)
  13. 1.2 mile The Buttsbury Junior School CM120QR
  14. 1.2 mile Buttsbury Junior School CM120QR (499 pupils)
  15. 1.6 mile Brightside Junior School CM120LE
  16. 1.6 mile Brightside Infant School CM120LE
  17. 1.6 mile Brightside Primary School CM120LE (435 pupils)
  18. 1.8 mile Downham Church of England Voluntary Controlled Primary School CM111NU (257 pupils)
  19. 2.3 miles Crays Hill Primary School CM112UZ (83 pupils)
  20. 2.6 miles Noak Bridge Primary School SS154JS (205 pupils)
  21. 2.6 miles Landry School CM49QD
  22. 2.8 miles Stock Church of England Primary School CM49BQ (201 pupils)
  23. 2.9 miles Woodlands School at Hutton Manor CM131SD (174 pupils)
  24. 3 miles Laindon Park Primary School SS155SE (171 pupils)

List of schools in Billericay

Sunnymede Infant School

Inspection report

Unique Reference Number 114942
Local Authority Essex
Inspection number 357654
Inspect ion dates 9–10 November 2010
Reporting inspector Tusha Chakraborti

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

Type of school Infant
School category Foundation
Age range of pupils 4–7
Gender of pupils Mixed
Number of pupils on the school roll 186
Appropriate authority The governing body
Chair Amanda Solomons
Headteacher Melissa Eades
Date of prev ious school inspection 9 June 2008
School address Mons Avenue
CM11 2HQ
Telephone number 01277 624592
Fax number 01277 633268
Email address reveal email: off…
Age group 4–7
Inspect ion dates 9–10 November 2010
Inspect ion number 357654


This inspection was carried out by three additional inspectors. They observed 15 lessons
taught by eight different teachers in the seven classes in the school. Meetings were held
with the headteacher, groups of pupils, representatives of the governing body and staff.
Inspectors observed the school's work, checked arrangements for safeguarding and
scrutinised a range of documentation including development plans, records of pupils'
progress, the monitoring of teaching and learning and minutes of the governing body's
meetings. They also scrutinised responses to the inspection questionnaires from 87
parents and carers and 11 staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • How well do all pupils in the current Year 2 achieve in all subjects?
  • How successful are the strategies to improve standards in writing for boys?
  • To what extent is the improved quality of teaching accelerating pupils' progress and
    raising standards of attainment?
  • Is the school's self evaluation rigorous and effective enough to identify accurately
    further steps for improvement?

Information about the school

This is a smaller than average infant school. The very large majority of pupils are White
British. The percentage of pupils known to be eligible for free school meals is below
average, as is the proportion of pupils with special educational needs and/or disabilities. A
very few pupils are at the early stages of learning English. The school holds Healthy
Schools status and Activemark award.
Children in the Early Years Foundation Stage are taught in the Reception classes. From
September 2010, the school has opened an additional Reception class at the request of
the local authority as all schools in the local area, including Sunnymede, were over-

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: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good school. It has improved significantly since the last inspection. A strength of
the school is the extent to which leaders and staff work together to ensure an excellent
level of care for all pupils. This supports pupils effectively to develop good personal and
social skills and to grow up as confident learners. The school has established an excellent
partnership with parents and carers, engaging them very successfully in their children's
learning and in all aspects of its work. Parents and carers are overwhelmingly positive
about the school and this is reflected in their responses to questionnaires. One parent
wrote, 'I could not wish for a better start to my daughter's school life.' Another
commented, 'I cannot praise the work of the school highly enough. I am delighted with
the progress my child is making.'
Pupils thoroughly enjoy attending this school and are proud of their involvement in making
decisions. They behave well and their understanding of how to lead a healthy lifestyle is
exemplary, supported by the award of Healthy Schools status. Their moral and social
development is good but their awareness of cultural diversity is less well developed. The
school promotes community cohesion very well in collaboration with local schools.
However, its engagement with the wider national and international community is still
under development.
The rigorous and thorough tracking of pupils' progress has ensured significant
improvement in pupils' achievement in all areas since the last inspection and this has been
sustained successfully over the past two years. Children, joining the Reception classes
with skills and abilities in line with national expectations, make good progress during their
stay in the school. As a result, by the end of Year 2, they achieve standards of attainment
that are above average in all subjects. Pupils with special educational needs and/or
disabilities and those who speak English as an additional language also make good
progress because they are carefully supported, both individually and in small groups.
The teachers have high expectations of pupils' behaviour and work. Members of staff have
excellent relationships with the pupils, praise their efforts and make good use of
interactive white-boards and other resources to support learning. Teachers use
questioning effectively to assess pupils' progress. They are clear about what they want the
pupils to learn and how this will be achieved, matching work well to individual needs.
However, in a minority of lessons, activities are not planned effectively enough to meet
the varied needs of all the pupils. As a result, more-able pupils are not always challenged
sufficiently to ensure that they achieve as well as they can. Teachers mark pupils' work
regularly, but do not always ensure that pupils understand how to improve their work.
The headteacher and the senior leaders make a significant contribution to the school's
drive for improvement. Excellent partnership with local schools through the local
community trust contributes very well to the school's continuing priority to improve the

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

quality of education for all its pupils. Accurate self evaluation and rigorous monitoring of
the priorities for school development provide a clear direction for what needs to be
improved further. An effective system for performance management and staff
development ensures that staff are supported well in enhancing their expertise for the
good of the pupils. The governing body is well engaged in all aspects of the school's work
and supports leaders effectively in their determination to raise standards further.
Consequently, the school has a good capacity for sustained improvement, as illustrated by
the impact of its strategies in improving all areas of its work.

What does the school need to do to improve further?

  • Ensure the very large majority of teaching is good or better by:
    planning consistently sufficiently challenging activities so that more able pupils
    are always able to achieve as well as they can
    ensuring that all teachers support pupils' learning more effectively by suggesting
    how they can improve.
  • Extend pupils' understanding of cultural diversity further by promoting community
    cohesion beyond the school community and, thereby, deepening pupils'
    understanding of their place in the wider world.
Outcomes for individuals and groups of pupils 2

Children enter the Reception classes with skills and experiences that are in line with those
expected for their age. The assessment data and inspection evidence show that, starting
from the Reception, all groups of pupils make consistently good progress in reading,
writing and mathematics as they move up the school. As a result, standards have
improved significantly over the past two years and have been sustained at above average
levels in all areas. Progress in writing has been particularly strong because of the school's
clear focus on strengthening pupils' writing skills further. This has resulted in boys
achieving as well as the girls. Pupils with special educational needs and/or disabilities and
those who speak English as an additional language also make good progress.
The pupils thoroughly enjoy learning. They listen carefully to their teachers and
concentrate on the tasks they are set. They apply their writing skills across the curriculum
successfully. They enjoy reading a wide variety of books and are keen to write stories,
describing their experience imaginatively. This was seen in a Year 2 lesson where pupils
wrote their own stories entitled 'Through the Wardrobe.' One pupil wrote, 'I walked
through the wardrobe and saw some glittery, sparkly snow. A fter that, I saw some icicles
that were as sharp as needles.' Another described snow as 'white, fresh and as soft as a
teddy bear.' Pupils' punctuation skills are well developed. In mathematics, they enjoy
investigative work and apply their numeracy skills well to solve practical problems.
Pupils behave well and respect others' values and beliefs. They develop a good level of
spiritual awareness through assemblies and other memorable experiences such as looking
at live owls and understanding how they adapt to their environment. They are very well
aware of the importance of exercise to stay healthy and most of them take part regularly
in several sporting activities, as evidenced by the award of the Activemark. They have a
good sense of morality and their social skills are well developed. Pupils apply their basic
skills well to enhance their learning and are well placed to continue their education. They

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

undertake jobs around the school, such as representing their classes on the school council
and attending local community trust meetings, and carry them out responsibly. They are
involved well in planning and organising a wide range of school events and fundraising
activities. Attendance is average and improving.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behav iour 2
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop wor kplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

The teachers have good subject knowledge. They plan a range of activities that interest
and motivate pupils. Excellent relationships provide a secure learning environment,
enabling pupils to make consistently good progress. The teachers know the pupils well
and use questioning effectively to engage them in learning. For example, in a good
information, communication and technology (ICT) lesson in Year 1, the brisk pace and
good questioning ensured that all groups of pupils gained a good understanding of how to
use a paint programme to draw the setting of the story, 'The owl who is afraid of dark'
that pupils had read in their literacy lesson. The teaching assistants are particularly
successful in supporting pupils with special educational needs and/or disabilities by
tailoring activities to meet their learning needs. The teachers mark pupils' work regularly,
but do not always suggest how it might be improved. In a minority of lessons, more able
pupils are not challenged sufficiently to ensure that they achieve as well as they can.
The curriculum is well organised and provides pupils with good quality learning
experiences. It is well enhanced by the school's involvement in the local community trust

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

cluster of schools which provides pupils with opportunities to attend a range of activities
linked to different subject areas. This contributes well to pupils' personal development as
they are well involved in attending and suggesting activities at trust meetings. A good
range of extra-curricular activities, such as clubs, trips and visits, enrich pupils' enjoyment
of learning.
The school provides a happy and welcoming learning environment for all its pupils. Careful
tracking of pupils' work is used efficiently to target appropriate intervention strategies for
all pupils. The school works extremely well with parents and outside agencies to support
the learning and the well-being of pupils. Pupils with special educational needs and/or
disabilities are identified early and provided with skilful support from staff. Carefully
targeted interventions for vulnerable pupils are very well implemented through a whole
school approach. The arrangements for transferring children between the key stages
within the school as well as between Year 2 and the junior school are very effective.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher and other leaders, ably supported by other staff and the governing body,
are successfully driving improvement forward. They have put in place strategies by which
they can develop the expertise of teachers and consistently raise pupils' achievement. A
thorough analysis of data enables the school to identify the actions that are needed to
sustain improvements. Members of staff are fully aware of their roles and responsibilities.
Members of the governing body hold specific responsibilities for monitoring the work of
the school, particularly pupils' progress and well-being. As a result, there is a good, shared
understanding of the priorities of the school's improvement plan and a high commitment
to the actions necessary for them to be realised.
The school is committed to promoting equality of opportunity for all its pupils. This has
resulted in significant improvement in the performance of all groups of pupils. The
safeguarding procedures are effective. Staff are well trained and have excellent awareness
of the safety requirements to ensure that all pupils are well protected. The school has
evaluated all aspects of community cohesion and its promotion of these aspects within the
local community is excellent. It works closely with the schools in the local community trust
to give pupils opportunities to experience cultures other than their own, but its
engagement with the wider national and international community is at an early stage. The
school manages its budget efficiently and provides good value for money.

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

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challe nging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

An attractive learning environment with vibrant displays and a good range of resources
interests children and stimulates their imagination in the Reception classes. As a result,
children greatly enjoy their learning and make good progress. They start school with
attainment that is in line with expectations. By the end of Reception, a high proportion of
children reach standards that are above the national average in most areas of learning.
A wide range of practical and hands-on-activities are planned effectively to develop
confidence and independence, as well as extending basic literacy and numeracy skills. A
good balance of adult-led and child-initiated activities ensure that children have
opportunities to choose their own independent activities. This was seen in a session where
children worked well on the activities based on the story 'Can't you sleep little bear' that
they read earlier. Regular teaching of the link between sounds and letters supports
children well in developing their early literacy skills. Children develop good co-ordination
and personal skills as they explore the well organised indoor and outdoor activities.
Children with special educational needs and/or disabilities are well integrated and benefit
from good support from skilled teaching assistants. Occasionally, however, children spend
too long in the carpet area listening to introductions, when they could move more quickly
into activities.
The school ensures excellent relationships and close contact with families through an
effective induction system. As a result, parents get involved and children settle quickly into
their daily routines. Staff ensure that the children's health, safety and well-being are
always given the highest priority. Assessment of children's progress is rigorous and the
information gained is used effectively to inform planning. Leadership is effective in
providing children with an enjoyable, safe and secure learning environment.

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

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

A high proportion of parents and carers responded to the questionnaires. The vast
majority were very pleased with their children's experience in this school. They
appreciated that the school keeps their children safe and it ensures that pupils develop
excellent understanding of how to live a healthy lifestyle. Several parents and carers
commented that the headteacher is 'very efficient' and staff are 'dedicated and caring'.
Most parents and carers feel that they are kept well informed about their children'
progress. Inspectors found that the school's partnership with the parents and carers in
promoting their children's learning and well-being is exemplary.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Sunnymede Infant School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 87completed questionnaires by the end of the on-site
inspection. In total, there are 186 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 77 89 9 10 0 0 0 0
The school keeps my child
78 90 9 10 0 0 0 0
My school informs me about
my child's progress
56 64 29 33 1 1 0 0
My child is making enough
progress at this school
51 59 34 39 0 0 0 0
The teaching is good at this
59 68 28 32 0 0 0 0
The school helps me to
support my child's learning
63 72 23 26 0 0 0 0
The school helps my child to
have a healthy lifestyle
61 70 26 30 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
45 52 31 36 0 0 0 0
The school meets my child's
particular needs
50 57 34 39 2 2 0 0
The school deals effectively
with unacceptable behaviour
50 57 32 37 0 0 0 0
The school takes account of
my suggestions and concerns
45 52 37 43 0 0 0 0
The school is led and
managed effectively
60 69 24 28 0 0 0 0
Overall, I am happy with my
child's experience at this
70 80 17 20 0 0 0 0


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 improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondar y school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on 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 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. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

11 November 2010
Dear Pupils,

Inspection of Sunnymede Infant School, Billericay, CM11 2HQ

Thank you all very much for welcoming us to your school and being so friendly and
helpful. We were pleased to see how much you enjoy school. We agree with you that your
teachers and all other adults in school take very good care of you. You behave well and
are always keen to help each other. You carry out your duties, including the special jobs
as monitors or school council representatives, willingly and responsibly.
Your school is providing you with a good quality of education. As a result you make good
progress and achieve good standards in reading, writing and mathematics.
To improve your school further, we have asked the headteacher and staff to do the
following things.
Make sure that you are always set challenging work to do so that all of you are able to
move your learning forward as rapidly as possible.
Help you to understand how you can improve your work further.
Extend your understanding of the similarities and differences between different
communities by finding out about people elsewhere in Britain and the rest of the world.
We are sure that you will work hard and attend regularly to help the school make these
improvements. We wish you well for the future.
Yours sincerely

Tusha Chakraborti
Lead inspector


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