The Grange Community Infant School
phone: 01932 346113
headteacher: Mrs Karen Murphy BEd (Hons) NPQH
270 pupils capacity: 100% full
140 boys 52%
130 girls 48%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 504144, Northing: 162360
- GPS coordinates
- Latitude: 51.351, Longitude: -0.50591
- Accepting pupils
- 5—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 13, 2009
- Region › Const. › Ward
- South East › Runnymede and Weybridge › Woodham
- Urban > 10k - less sparse
- Free school meals %
- New Haw Community Junior School KT153RL (352 pupils)
- New Haw Community Junior School KT153RL
- 0.5 miles Fullbrook School KT153HW
- 0.5 miles Fullbrook School KT153HW (1593 pupils)
- 0.7 miles West Byfleet Infant School KT146EF (182 pupils)
- 0.7 miles West Byfleet Junior School KT146EF (238 pupils)
- 0.9 miles Ongar Place Primary School KT151NY (233 pupils)
- 1 mile Ottershaw CofE Infant School KT160JT (218 pupils)
- 1 mile Holy Family Catholic Primary School, Addlestone KT151BP (212 pupils)
- 1.1 mile Byfleet Primary School KT147AT (229 pupils)
- 1.1 mile Ottershaw CofE Junior School KT160JY (231 pupils)
- 1.1 mile The Marist Catholic Primary School KT146HS (355 pupils)
- 1.2 mile Sayes Court School KT151NB (221 pupils)
- 1.2 mile Meath School KT160LF (49 pupils)
- 1.2 mile Sayes Court School KT151NB
- 1.3 mile The Bishop David Brown School GU215RF (540 pupils)
- 1.3 mile Abbeylands School KT151TE
- 1.3 mile Jubilee High School KT151TE
- 1.3 mile Jubilee High School KT151TE (646 pupils)
- 1.4 mile Broadmere Community Primary School GU215QE
- 1.4 mile St Paul's CofE Primary School KT151TD (399 pupils)
- 1.4 mile Broadmere Community Primary School GU215QE (277 pupils)
- 1.4 mile St Paul's CofE Primary School KT151TD
- 1.5 mile Darley Dene Primary School KT152NP (159 pupils)
Grange Community Infant School
The Avenue, New Haw, Addlestone, KT15 3RL
|Inspection dates||11–12 November 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils achieve particularly well in reading and |
Children get off to a good start at school. Skilful
Senior leaders and governors have a clear vision
The school has a caring, inclusive ethos, where
mathematics, with many pupils attaining the
higher levels. Standards have improved year on
teaching, sensitive support and strong partnership
with parents ensure children in the Reception Year
progress and achieve well.
for the school, and ensure teaching is good. The
recently appointed headteacher is further raising
expectations of what pupils can achieve.
staff members, regardless of their role in school,
put the needs of the pupils at the heart of
everything that they do. The school’s promotion of
pupils’ spiritual, moral, social and cultural
development is good.
| The quality of teaching and assessment is good. |
Pupils behave well and are kind and courteous to
Governors know the school well, and also its
Outstanding systems and procedures for keeping
Expectations for pupils’ effort and behaviour are
high and lessons are exciting. Consequently, almost
all pupils make good progress as they move
through the school.
each other and adults. Their positive attitudes to
school are reflected in above-average attendance
strengths and areas for development. They are
relentless in their quest to improve it further.
pupils safe are fully in place. Pupils display a mature
understanding of how to keep themselves and
| Middle leaders have not been given enough |
responsibility for improving teaching or raising
| Teachers’ use of marking, and their expectations of |
how pupils should respond, are not consistently
Information about this inspection
- Inspectors observed teaching and learning in 14 lessons, including three observations carried out jointly
with the headteacher. Inspectors observed the teaching of early reading skills and listened to pupils
reading. Inspectors also observed assemblies, talked to pupils about their school and looked at examples
of pupils’ work in all year groups to gain a view of the impact of teaching over time.
- Meetings were held with the headteacher, senior leaders, other staff with significant responsibilities,
representatives of the governing body and a representative from Surrey local authority.
- The inspectors spoke to parents informally on the playground before school. They also took account of
the 94 responses to Parent View, the online questionnaire for parents, and also a recent survey carried out
by the school. Inspectors also took account of the 36 responses to the staff questionnaire.
- Inspectors reviewed a number of school documents, including the school’s own information on pupils’
progress, records of leaders’ checks on the quality of teaching, records relating to behaviour and
attendance, and documents concerned with keeping pupils safe.
|Fiona Bridger-Wilkinson, Lead inspector||Seconded Inspector|
|Hilary Macdonald||Her Majesty’s Inspector|
|Kanwalijit Singh||Additional Inspector|
Information about this school
- The Grange Community Infant School is larger than most schools of its type. The children’s centre on the
same site, which was opened in 2010, is managed by the infant school. A junior school also shares the
- Children attend the early years full time.
- The majority of pupils are of White British heritage, with a small number of Asian heritage.
- The overall proportion of disabled pupils and those with special educational needs is above average. The
proportion who have education, health and care plans is below average.
- The proportion of pupils known to be eligible for free school meals, for which the school receives
additional funding (pupil premium), is below average.
- The school has had several staff changes since the last inspection, including the appointment of the
current headteacher. A new deputy headteacher will start at the school in January.
- The school has gained a number of awards, including the Basic Skills Quality Mark, the Bronze Anti-
Bullying Award, Green Eco School and Healthy School status.
What does the school need to do to improve further?
- Clearly identify the roles and responsibilities of middle leaders and ensure they receive appropriate training
in order that they make a good contribution to strengthening teaching and learning, and raising pupils’
- Ensure consistently good use is made of marking, and that teachers’ expectations of how pupils should
respond always adhere to the school’s expectations.
|The leadership and management||are good|
- The headteacher has made a strong start in her new role since the beginning of term. She has
successfully conveyed her ambitious vision for securing further school improvements and has the absolute
confidence and support of staff and parents. The headteacher and senior staff ensure teaching is good.
- Leadership at all levels in the school is improving. Subject and year group leaders ensure thorough and
consistent lesson planning is in place. However, they are not involved enough in monitoring the quality of
teaching, or in taking steps to improve it.
- Performance management of teachers is systematically used to raise standards. Teachers are set
demanding targets, linked to the national Teachers’ Standards and the school development plan. Salary
progression is directly linked to the quality of teaching and pupils’ progress
- The headteacher recognised that pupils in receipt of additional funding were not doing as well as they
could. Provision and interventions are now reviewed weekly for these pupils to ensure more effective
support. Observations and school data show they are now making faster progress than in previous years.
- The school has a highly inclusive ethos. Staff take a pride in adapting their approaches to teaching, and in
modifying the school environment to accommodate different pupils’ needs, for example by providing an
individual table to one side of a classroom for a pupil to work at.
- The curriculum is a strength of the school. Whilst there is appropriate focus on literacy and numeracy,
pupils experience an engaging and wide range of experiences through topics such as ‘Dangerous animals’
in Year 2 and ‘Castles, princes and princesses’ in Reception. The curriculum is further enhanced by
frequent visitors, including staff and artefacts from Chertsey Museum, trips to Portsmouth and special
events such as ‘Around the world’ and ‘Nightime adventure’. This broad range of opportunities prepares
pupils well for the next steps in their education and for life in modern Britain. The curriculum is further
enhanced by a wide range of lunchtime and after-school clubs, including dance, gardening and sewing.
- Spiritual, moral, social and cultural education is strong. In a special assembly, a real sense of spirituality
was conveyed when Year 2 pupils showed clay poppies they had made, and a period of silence was held.
The pupils placed the poppies in the school garden in an act of remembrance.
- The school is making good use of the primary sports funding. A number of initiatives have raised
attainment. These include links with a local golf club and a football club, and the purchase of additional
resources and training for staff. The school has seen an increase in participation in sport and greater
success in inter-school competition. The provision of healthy meals and a ‘healthy eating’ club contribute
effectively to pupils’ well-being.
- Relationships with parents are highly positive. The school communicates well through weekly newsletters
that emphasise how children can be helped at home with their learning. Parents value the support that the
school gives them and know that any concerns raised will be sensitively and swiftly dealt with. Parents
spoken to during the inspection unanimously expressed confidence in school leaders and all school staff.
- The local authority effectively supports the development of the school through regular routine monitoring.
It is also responsive when the school proactively requests specialist advice to support developments
identified in its plans.
- Robust systems are in place to monitor pupils’ progress, attendance and quality of teaching. The
information gathered is accurate, carefully analysed and used well to raise attainment.
- Leaders are maximising the opportunities arising from having a children’s centre on site by making sure
parents know what support is available to encourage early learning. Staff work closely with the on-site
junior school to ensure a smooth transition from Year 2 to Year 3. Vulnerable pupils are supported by
additional visits and photo books.
- The governance of the school:
The highly effective governing body is an asset to the school. Governors challenge and support the
school and have broad knowledge and expertise. They are often in school supporting events and
working with senior leaders, checking their monitoring of teaching and learning. Governors are highly
involved in the formulating and monitoring the school development plan. Governors know how well
pupils are progressing and understand data about pupils’ learning. The school’s strengths and areas for
development are well known to governors. The spending of pupil premium funding and the impact it
has on progress and attendance is well monitored. Governors know about the quality of teaching. They
ensure that teachers are set high targets and reward staff when this is appropriate. Governors are very
clear about their responsibility for safeguarding and ensure that all policies and practices related to
keeping pupils safe are fully implemented.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They are kind to each other and polite to adults. For example, in
Reception, children help each other to put their coats on, and around the school, pupils stand back and
hold doors open for adults.
- In the playground, pupils play well together, sharing equipment and including each other in their games.
Staff are good role models and demonstrate warm and caring relationships with pupils.
- In most classes, pupils work hard all of the time and are captivated by the interesting lessons. Pupils co-
operate well with each other when asked to work in pairs or groups. This also helps them to make good
progress. Where teaching is less good, this is reflected in pupils’ occasionally chatty and inattentive
behaviour. Pupils are proud to have ‘jobs’, such as being on the ‘school council’, and making requests for
the purchase of new playground equipment. They are articulate and able to express their opinions well,
describing how they have recently taken part in interviews for the new deputy headteacher.
- Parents, pupils and staff all report that behaviour in school is consistently good. Poor behaviour is rare and
is dealt with effectively over time, as is shown by the school’s log of incidents.
- The school’s work to keep pupils safe and secure is outstanding. All aspects of the school’s work to keep
pupils safe are of the highest quality.
- Pupils say they feel safe and parents are equally confident that the school keeps their children safe and
well looked after.
- In discussion with inspectors, pupils showed a mature understanding of how to stay safe when using the
internet. Pupils know that they should not share personal information without careful consideration.
- Pupils understand what constitutes bullying and how upsetting this can be. However, pupils report that
bullying does not happen in their school. For example, the use of a ‘friendship bench’ ensures no-one is
left out at playtime.
- Pupils and families in need receive sensitive and timely help from school staff. Good links with external
agencies ensure that additional support is secured when necessary.
- Pupils understand about about being kind to each other. On the rare occasions when pupils do not behave
well, staff involve parents in changing the behaviour. Pupils are listened to if they have concerns and are
confident that staff will help them if they cannot resolve situations for themselves.
- Attendance is significantly above average and pupils are keen to come to school. The attendance rate of
pupils in receipt of additional funding is not quite as good but is carefully monitored and is improving.
Their attendance is broadly average. The school has good systems to encourage good attendance, such as
‘Attendance Ted’ and certificates. Staff work well with vulnerable families to promote good attendance.
|The quality of teaching||is good|
- Teaching, including English and mathematics, and in the early years, is typically good, with frequent
examples of outstanding practice. Teachers have detailed subject knowledge and convey high
expectations. The continuing rise in standards in 2014 is as a direct result of consistently good teaching.
- Reading is taught well. Teachers use a range of interesting resources and explain clearly about the same
sound being represented by different letters. Pupils were observed to participate in a range of interactive
‘sound’ games with enthusiasm. Plentiful opportunities are provided for pupils to read aloud. As a result,
pupils become confident and successful readers.
- The school is well resourced, which supports pupils’ learning. For example, in a Year 2 mathematics
lesson, pupils were using coins, number squares and number lines, which enabled them to solve number
problems such as how much money would be left after buying some sweets and a comic.
- Music is taught by a specialist teacher, resulting in pupils being able to follow musical notation by the end
of Year 2.
- Staff who support pupils with special educational needs, and those in receipt of pupil premium funding,
are making an increasing contribution to improving standards in English, mathematics and particularly in
social and personal development. This is because staff are well trained, know the needs of each individual
pupil and make detailed adjustments so that these pupils can learn well alongside their classmates.
- Pupils in Years 1 and 2 have a ‘Home Learning Journal’ to record their learning at home. This is used
effectively to encourage families to participate in learning, alongside more formal homework.
- Teachers make lessons exciting and bring them to life. For example, a Year 2 mathematics lesson started
with the teacher telling a captivating tale about money climbing out of a purse. Pupils could not wait to
get started on the activity. They understood what they were learning about, discussed it with enthusiasm,
worked with determination and consequently made rapid progress.
- Teachers make good use of questioning to gauge pupils’ understanding, and lessons are adjusted in
response. Teachers explain in a different way or plan additional support to individuals or small groups so
that any gaps in learning are addressed.
- Pupils’ workbooks are marked regularly and in accordance with the school’s policy. The marking code is
clearly understood by all staff and pupils. Pupils often respond to marking by making corrections or
improvements to their work. However, this is not consistent across classes or year groups. Positive
comments from teachers offer good encouragement but opportunities are missed to indicate clearly how
work can be improved.
- Newly qualified teachers are well supported to develop their teaching skills through planning with more
experienced colleagues. Trained mentors provide daily guidance and advice about all aspects of teaching.
- Teachers use information technology effectively to enhance learning; for example, pupils in Year 1 came
up to the interactive whiteboard and identified sounds with accuracy as part of a phonics session.
|The achievement of pupils||is good|
- Pupils generally achieve well. By the end of Key Stage 1, attainment is typically above average and rising
year on year. There is compelling evidence of good progress over time in pupils’ individual topic, English
and mathematics books, as well as in class learning portfolios.
- The attainment of the most able pupils is good, with around two thirds of pupils achieving the higher
levels in reading and mathematics. Action is being taken to ensure the same very high standards are being
secured in writing.
- While most children in Reception and Key Stage 1 for whom the school is in receipt of additional
government funding achieve as well as their peers in school and similar pupils nationally, a small
proportion of pupils with complex needs make less progress than their peers. However, outcomes are
improving through better teaching, and the gap between their achievement and that of others has
reduced in reading and writing, but not yet in mathematics. The school is well focused on tackling this.
- Most disabled pupils and those with special educational needs make at least similar rates of progress to
other pupils at the school. This is because staff know their pupils and match work and support well to
make best use of their strengths. This demonstrates the school’s success in tackling discrimination and in
promoting equality of opportunity.
- The teaching of phonics (the sounds that letters make) is consistently good. The outcomes of the phonics
screening check for pupils in Year 1 in 2014 showed that a higher than average proportion of pupils are
getting off to a very successful start with learning to read. Pupils are well supported to become good
readers, including by the many volunteers who hear them read. This is particularly helpful for pupils who
may not read regularly at home.
|The early years provision||is good|
- Children start in Reception with skills that are typical for their age. During the year, they make at least
good progress across all the areas of learning. This means that the majority of children start in Year 1
with skills that are above the nationally expected levels, and so they are ready for learning.
- Teaching is generally good, with staff providing interesting opportunities to support children’s learning,
such as encouraging them to write party invitations on ‘scrolls’ of paper with mock ‘quills’. At times,
opportunities are missed for children to develop their creativity and independence. They are not always
given a variety of materials to select from, such as when designing poppies.
- The school has employed additional staff to support children in receipt of free school meals and those with
special educational needs. This has addressed these children’s previously slower progress so that during
this inspection, all groups of pupils were observed to be progressing at similar rates.
- The school has worked successfully to improve the provision in Reception since the previous inspection.
There is a good range of imaginative activities encompassing all the areas of learning for children to
explore both inside and out. There is a good balance between adult-led activities and those where children
make independent choices. The balance is regularly reviewed during the year as children’s needs change.
- The outdoor area is skilfully organised and well used to extend the curriculum. However, it is too small for
children to develop their physical skills. Currently, use is made of the Key Stage 1 playground during the
afternoon. The school has plans to enlarge the space.
- There is a good emphasis on the teaching of basic skills of reading, writing and mathematics, which has a
positive impact on children’s achievement. Teaching of early reading is well matched to children’s ability,
and children make good progress in linking sounds to make words.
- Teaching assistants are used effectively to support and extend learning. For example, they guide children
to sequence numbers to ten and write the numbers using the correct formation.
- Children behave well, working collaboratively and sharing equipment. They take turns and play amicably.
Their relationships with the adults are strong. They enjoy including the adults in their play. Occasionally,
some children lose concentration when a whole-class session is too difficult for them. Adults ensure that
children are always kept safe.
- Leadership and management of the Early Years is good. Teaching is regularly monitored to ensure it is of
a high standard. The progress of all children is rigorously tracked and the information is used to support
any child in danger of falling behind. Vulnerable children are particularly closely monitored.
- Relationships with parents are very strong. The school works hard to ensure that children’s experience of
starting school is positive. The settling-in procedure includes an opportunity for parents to meet with staff
to exchange information and opportunities for a gradual build-up of the hours attended. Parents are
provided with good information on their child’s progress and achievement through their Learning Journal.
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||125037|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||4–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||270|
|Appropriate authority||The governing body|
|Chair||Mrs Paula Belso|
|Headteacher||Mrs Elizabeth Edwards|
|Date of previous school inspection||14 October 2009|
|Telephone number||01932 346113|
|Fax number||01932 342133|