Sunshine Infant and Nursery School
phone: 01922 710174
headteacher: Miss S Corkindale
180 pupils capacity: 126% full
125 boys 55%
105 girls 46%
Last updated: Oct. 1, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Jan. 1, 1900
- OSGB coordinates
- Easting: 400505, Northing: 301570
- GPS coordinates
- Latitude: 52.612, Longitude: -1.994
- Accepting pupils
- 3—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 2, 2012
- Region › Const. › Ward
- West Midlands › Walsall North › Blakenall
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles Valley Nursery School WS31HT (84 pupils)
- 0.2 miles Blakenall Heath Junior School WS33JF (198 pupils)
- 0.2 miles Leamore Primary School WS32BB (239 pupils)
- 0.3 miles Christ Church CofE Primary School WS31EN (233 pupils)
- 0.3 miles The Ruiz Centre WS33JF
- 0.4 miles Priory Junior Mixed and Infant School WS32ED
- 0.4 miles Harden Primary School WS31DL
- 0.4 miles Phoenix Primary EBD School WS32ED (37 pupils)
- 0.4 miles Goldsmith Primary Academy WS31DL (309 pupils)
- 0.5 miles Castle Business and Enterprise College WS32ED (132 pupils)
- 0.5 miles Harden Junior School WS31DL
- 0.5 miles Harden Infant School WS31DL
- 0.6 miles Sandbank Nursery School WS32HR (121 pupils)
- 0.6 miles Green Rock Primary School WS31NP
- 0.6 miles Forest Comprehensive School WS31AG
- 0.6 miles Rivers Primary Academy WS31NP (195 pupils)
- 0.7 miles Elmore Green Primary School WS32HW (313 pupils)
- 0.7 miles Bloxwich CofE Primary School WS33LP (304 pupils)
- 0.7 miles St Peter's Catholic Primary School, Bloxwich WS33LY (226 pupils)
- 0.7 miles All Saints Academy WS33LP
- 0.8 miles Millfields Nursery School WS33LU (86 pupils)
- 0.8 miles Edgar Stammers Junior School WS31RQ
- 0.8 miles Edgar Stammers Infant School WS31RQ
- 0.8 miles Beechdale Primary School WS27EF
|Inspection date(s)||2–3 July 2012|
Sunshine Infant and Nursery School
|Unique reference number||104145|
|Inspection dates||2–3 July 2012|
|Lead inspector||Peter Sudworth|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant and Nursery|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||222|
|Appropriate authority||The governing body|
|Date of previous school inspection||19–20 March 2009|
|School address||Blakenall Lane|
|Telephone number||01922 710174|
|Fax number||01922 491710|
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look for the link on the main Ofsted website: www.ofsted.gov.uk
|Peter Sudworth||Additional Inspector|
|Marion Hobbs||Additional Inspector|
This inspection was carried out with two days' notice. The inspectors observed
teaching and learning in 16 lessons or parts of lessons and saw seven teachers and
also some of the group work undertaken by teaching assistants. They had
discussions with pupils, staff and the Chair and Vice-Chair of the Governing Body,
listened to pupils read and examined pupils’ work. Inspectors observed the school’s
work, and looked at various documents, such as those relating to safeguarding and
progress. The inspectors analysed the parents’ and carers’ comments on the 85
questionnaires returned and also examined responses from staff and pupils.
Information about the school
This is an average-sized Infant and Nursery school. There are seven classes,
including a part-time Nursery which operates morning and afternoon sessions.
Children start in the Nursery after their third birthday, dependent on available places.
Most pupils are White British and no pupils speak English as an additional language.
Just over two-thirds of the pupils are known to be eligible for free school meals, well
above the national average. The proportion of pupils supported at school action plus
or with a statement of special educational needs is average. The percentage of
children who transfer in or out of the school at times other than the usual ones is
higher than normally found. The school has several awards, including the Active
Mark, Forest Schools and also financial accreditation and Healthy Schools status.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. It is not yet outstanding because pupils do not yet make
the same rapid rate of progress in mathematics as in reading and writing. The
vast majority of parents and carers are thoroughly satisfied with their children’s
education. Typically, one parent comments, ‘I am so impressed with Sunshine
School. The teachers are brilliant. My child loves going to school.’
- Pupils achieve well and reach broadly average standards. They make good
progress throughout the school, although their mental skills in mathematics are
not yet sharp enough and they do not benefit enough from correcting the
mistakes they make in their written calculations.
- Teaching is good, contributing significantly to pupils’ good achievement. The
favourable adult to pupil ratio enables the pupils to receive good support in
their learning. The leadership of teaching is good. Staff have good opportunities
to develop professionally and are well supported by the headteacher and
deputy headteacher. Lessons are frequently well conducted but pupils are not
always clear about how to maximise learning and progress in their daily
activities and they do not refer to their individual targets frequently enough.
Staff ensure that the pupils are polite and considerate, which contributes to a
very pleasant learning environment.
- Pupils behave well and show a lively interest in their learning and good attitudes
to their work. They are keen to do well. They have a good knowledge of
keeping themselves safe. The staff take very good care of the pupils.
- The school is well led and managed. High expectations are reflected in the good
quality of work that pupils produce. The governing body is keenly involved.
Performance management successfully incorporates all staff and contributes to
their high level of contentment and to their deep commitment to the pupils and
What does the school need to do to improve further?
- Ensure that pupils make at least good progress in mathematics and so raise
giving greater attention to developing the pupils’ skills and strategies and
mapping out a sequential core of skills to be learned to support mental
ensuring that the pupils learn more effectively from the mistakes that they
make in their written calculations.
- Ensure that there is a greater consistency across the school in helping the pupils
to know how they can be consistently good learners in their various activities
ensuring that pupils are more alert to what they need to include and
remember when they undertake their tasks so that they can be even more
successful in their learning and
encouraging them to refer to their personal learning targets before they
Achievement of pupils
Children’s skills on entry to the Nursery and Reception are well below those expected
for their age. The children make good progress in the Early Years Foundation Stage,
and results at the end of Reception, although below average, are improving and
getting closer to national averages. The most recent reading results at the end of
Reception were in line with the national average. Writing at the end of Reception
remains the weakest area, despite improvements in the last year. Pupils’ attainment
in reading, writing and mathematics is broadly average by the end of Year 2, with
reading a strong element. Although there has been a steady improvement in
mathematics at the end of Year 2, pupils do not yet make such rapid progress as in
reading and writing. Mental skills in mathematics are not yet finely tuned. The good
progress in reading and writing is helped by the good adult to pupil ratio.
Government pupil premium money is being well spent and targeted to support this.
Pupils known to be eligible for free school meals are increasing their progress and
closing the gap nationally with those who are not eligible. Almost all parents and
carers responding to the questionnaire feel their children are making good progress.
Disabled pupils and those with special educational needs are identified quickly and
action taken to assist them. Pupils achieve well in science and cover much ground.
They put on goggles and white coats when investigating, which heightens the
importance of, and interest in, the subject for them.
Pupils’ communication skills show good progress because of the good opportunities
to converse and answer questions. In mathematics, pupils partner up responsibly to
teach one another how to undertake specific processes, such as simple four-digit
addition and subtraction which helps to check their understanding of place value and
calculation method as well as developing their speaking and listening skills. Pupils
read their books with interest and show a good knowledge of the text they read. The
advice given to parents and carers enables them to support their children’s reading
at home and usefully adds to the strenuous efforts that the staff put in. Some pupils
are still a little confused about technical terms, such as glossary and non-fiction, but
they are acquiring a good interest in books and an expected fluency when reading.
Quality of teaching
The vast majority of parents and carers rightly feel that teaching is good. Staff
manage the pupils well. Their high expectations of politeness and good behaviour
support the pupils’ good work ethic. Expectations of presentation are high, including
the appropriate use of rulers. The provision of good quality exercise books supports
the pupils’ efforts to work neatly. Lessons are planned well, with a good match of
work to pupils’ needs. For example, in a Year 2 English comprehension lesson for
able pupils, good planning by the teacher meant that different tasks were set
according to pupils’ abilities within the set. Consequently, learning and progress were
good for all groups of pupils.
Staff track pupils’ progress regularly. Assessments of writing are particularly
thorough. When marking, staff balance well positive comments with points for
improvement. They set attractively designed targets for the pupils in both
mathematics and English and written in language that they can understand, often
with exemplification. However, pupils do not refer to these often enough to remind
themselves of what they need to do to improve. The teaching of reading and writing
is finely tuned and well taught.
The good teaching of disabled pupils and those with special educational needs
through the finely tuned work in small groups supports these pupils’ good progress.
The school makes good use of teaching assistants who make an effective
contribution to the pupils’ progress, especially for those who need extra help because
of their learning difficulties. One teaching assistant has specialised in speech therapy
to support the significant number who have speech difficulties. A successful session
was observed where pupils had lots of opportunities in meaningful sentences to
tackle sounds they found difficult to enunciate.
New materials are being trialled in mathematics to try and increase the rate of
progress and raise attainment further. It is too early to judge their full impact. Mental
mathematics sessions sometimes cover too much ground so the pupils do not have
time to digest specific strategies or techniques to improve their skills.
In lessons, there is a good balance between the introduction of the work and the
activities. Modern technology is used effectively to provide a visual approach and the
good preparation of materials for the electronic screens contributes to a good pace in
lessons and helps to retain the pupils’ concentration.
Behaviour and safety of pupils
All parents and carers responding to the questionnaire state that behaviour is good
and that their children feel safe. Inspectors agree. Records indicate that behaviour is
good over time too. Pupils show a real enthusiasm for both class and extra-curricular
activities. They demonstrate positive behaviours in and around the school. They walk
around the school calmly and listen attentively to each other in class. They know and
follow the school’s expectations, such as putting up their hands to answer. They are
considerate of each other, ingrained from the Nursery upwards, because of the
staff’s high expectations. Instances of poor behaviour are extremely rare. Bullying of
any kind, including name calling, is not a worry for the pupils because they say it
does not occur. They report feeling very safe in school and very much enjoy it. They
know how to keep themselves safe outside school, for example walking on the
pavement and keeping their parents and carers informed of where they are.
The school council takes its work very seriously, keeping minutes of meetings and
recording actions to be undertaken. It was seen discussing ideas for playground
equipment, taking into consideration all the views of pupils of all ages. Members
demonstrated a real maturity and consideration for others. Older pupils enjoy the
responsibility of being Playground Pals, helping to set out and collect in equipment
for playtimes and alerting an adult to anyone who may be upset. Attendance is
broadly average. Pupils are generally punctual for school. Pupils who join mid-year
are warmly welcomed and quickly helped to settle and play a full part in school life
and so continue to progress as well as others.
Leadership and management
The school works successfully with its parents and carers, who testify to the good
level of communication and appreciate the way that any concerns are quickly dealt
with. Special events to help involve the parents and carers in their children’s
education have been increasingly successful and well attended. The good partnership
is typified by their cooperation in hearing their children read at home.
Safeguarding arrangements are up to date and child protection procedures secure.
The school knows its local context very well and works closely with the full range of
external partners to provide targeted support to the families who need help.
The school has the correct priorities for development in its effective school
development plan, with the actions that need to be taken and appropriate success
criteria against which to measure progress. Its self-evaluation is accurate. The
governing body works well in partnership with the school. Governors visit the school
and take part in a good range of monitoring activities, such as consulting reports
written by subject leaders and senior staff. This joint work helps to improve
achievement and also the quality of teaching through good professional
development. The governing body regularly reviews the progress of the priorities on
the school development plan. Its financial accreditation indicates good quality
Pupils have equal opportunities in the curriculum through the well-matched work and
access to the good range of extra-curricular activities which support the Active Mark
and Healthy Schools status. There is no evidence of discrimination. All staff take part
in performance management and there are good opportunities to develop
The curriculum is well planned and contains a good breadth and balance of
experiences, including in the Early Years Foundation Stage, where there is a good
balance of adult-led and activities which the children choose for themselves.
Reading, writing, communication and numeracy are threaded through different
subjects in a themed approach. However, the school lacks a clear structure for
developing key mental skills. Pupils are increasingly being involved in the learning
plans through questions such as ‘What do we want to learn?’ The provision is
monitored regularly by senior staff. Enrichment days broaden all pupils’
understanding of cultural, moral and spiritual areas, including science days with
specialist visitors. During their study of Spain, pupils enjoyed the performance of
The school is led successfully. The high expectations and deep commitment of the
staff and the support and involvement of the governors are resulting in rising
attainment. This demonstrates good capacity to improve.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
4 July 2012
Inspection of Sunshine Infant and Nursery School, Walsall WS3 1HF
We were pleased to be able to visit you for two days and would like to thank you for
sharing your work with us, talking to us about your school and helping us so much.
We really enjoyed our visit. You attend a good school and you are making good
progress, especially in your reading and writing. The staff work hard to make your
school life enjoyable and your parents and carers are very pleased that you attend
Sunshine Infant and Nursery School. We were impressed with your good behaviour
and your interest in school. You clearly enjoy your activities a great deal. You carry
out your jobs well and we were pleased that you can give ideas to the school council
so that they can make suggestions to the staff.
Although your progress is good in reading and writing, it is not yet as rapid in
mathematics. We have asked the staff to help you speed up your skills in working
out numbers in your head.
You have some good targets to aim for that are pasted in the front of your exercise
books, and we would like you to look at these more often so that you can remember
what you have to do to improve when you do your work. We have also asked the
teachers to make sure that you know how to be really successful in your daily
Thank you once again for all your help. We really enjoyed meeting you and we trust
that you will carry on working hard. We are sure that you will always try to do your