Wallisdean Infant School
phone: 01329 280827
headteacher: Mrs Sandra Cammish
180 pupils capacity: 94% full
85 boys 50%
85 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 456477, Northing: 105837
- GPS coordinates
- Latitude: 50.849, Longitude: -1.1991
- Accepting pupils
- 4—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 6, 2011
- Region › Const. › Ward
- South East › Fareham › Fareham South
- Urban > 10k - less sparse
- SEN priorities
- HI - Hearing Impairment
- Free school meals %
- 0.1 miles Wallisdean Junior School PO141HU (171 pupils)
- 0.1 miles Fareham College PO141NH
- 0.2 miles St Jude's Catholic Primary School PO141ND (184 pupils)
- 0.2 miles The Neville Lovett Community School and Continuing Education Centre PO141JJ
- 0.2 miles Fareham Academy PO141JJ (650 pupils)
- 0.7 miles Redlands Primary School PO160UD (311 pupils)
- 0.7 miles Ranvilles Junior School PO143BN (230 pupils)
- 0.7 miles Ranvilles Infant School PO143BN (179 pupils)
- 0.7 miles Heathfield Special School PO143BN (115 pupils)
- 0.7 miles St Francis Special School PO143BN (89 pupils)
- 0.9 miles Uplands Primary School PO167QP (289 pupils)
- 1 mile Harrison Primary School PO167EQ (615 pupils)
- 1 mile Orchard Lea Infant School PO156BJ (185 pupils)
- 1.1 mile Fareham Park Infant School PO156LL
- 1.1 mile Orchard Lea Junior School PO156BJ (220 pupils)
- 1.1 mile Fareham Park CofE (Controlled) Junior School PO156LL
- 1.1 mile Oak Meadow Church of England Controlled Primary School PO156LL
- 1.1 mile St Columba Church of England Primary Academy PO156LL (177 pupils)
- 1.2 mile Wykeham House School PO160BW (156 pupils)
- 1.3 mile The Henry Cort Community College PO156PH (863 pupils)
- 1.4 mile Meoncross School PO142EF (370 pupils)
- 1.5 mile Woodcot Primary School PO130SG (182 pupils)
- 1.5 mile The Key Education Centre PO130SG (14 pupils)
- 1.6 mile Titchfield Primary School PO144AU (194 pupils)
Wallisdean Infant School
Wallisdean Avenue, Fareham, Hampshire, PO14 1HT
|Inspection dates||11–12 December 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Leadership and management||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The aspirational leadership of the headteacher, |
Outstanding teaching ensures that all groups of
As a result, since the last inspection, pupils have
A significantly high percentage of the most able
Pupils who find learning difficult and those who
Weekly reviewing the deployment of adults
Thorough and well-organised procedures in the
Despite significant weaknesses in some areas of
together with senior leadership expertise and
challenge from governors, has secured
outstanding teaching and achievement.
pupils make outstanding progress from their
various starting points.
continued to sustain high standards in reading,
writing and mathematics every year. This
prepares them very well for junior school.
pupils reach a level beyond that expected
nationally by the end of Year 2.
are disadvantaged make excellent progress
because of outstanding leadership in this area of
the school’s work.
against the needs of these pupils ensures that
they benefit immediately from the expertise and
skills of highly trained teaching assistants.
Early Years Foundation Stage and a warm
welcome ensure that children make a very
confident start to school.
learning when they join the school, early years
children make exceptional progress.
| The school’s work to keep pupils safe and secure is |
Pupils consistently demonstrate the school’s golden
A rich and exciting range of subjects means that
Due to the school’s rigorous procedures for dealing
Many parents expressed to inspectors their very
Strong provision for pupils’ spiritual, moral, social
Underpinning the success of the school are its
outstanding. Pupils are very well cared for and
parents fully support this view.
rules of ‘Be Kind, Think First and Be Polite’ and their
behaviour is exemplary. They follow the excellent
model shown to them by adults, resulting in a high
level of mutual trust and respect.
pupils are keen to learn and they thoroughly enjoy
school and all that it offers.
with absence, pupils’ attendance is improving and is
now above average.
positive views of the school both in the online
questionnaire and verbally on both days of the
and cultural development ensures that they develop
a secure sense of right and wrong and the skills
they need to get along very well together. Since the
last inspection, there has been very good
improvement in the provision for pupils’ cultural
values of ‘Challenge, Motivation and Independence’.
These thread through all its work, encouraging the
whole-school community to be the best it possibly
Information about this inspection
- The inspectors looked at learning in 16 lessons and observed six teachers. They were accompanied for
some observations by the headteacher. Teaching assistants were observed working with individual pupils
and small groups. The inspectors talked to pupils about their work and heard individual pupils from Year 1
and 2 read.
- A wide range of documents were scrutinised, including systems for checking progress, records relating to
behaviour and attendance, safeguarding procedures and the school’s analysis of how well it is doing and
how it plans to improve. Records of checks on the quality of teaching and the minutes of the governing
body meetings were examined.
- The inspectors looked at samples of pupils’ work across a range of subjects and classes, especially writing.
- Meetings were held with members of the governing body, school staff and groups of pupils. Individual
pupils were spoken to in lessons and around the school. A phone call took place with a school adviser
from the local authority.
- Questionnaires from 20 members of staff were analysed. The inspectors took account of the views
expressed in the 25 online responses from Parent View and informal meetings with parents at the school
during the inspection.
|Anna Sketchley, Lead inspector||Additional Inspector|
|Janet Sharp||Additional Inspector|
|Mike Kell||Additional Inspector|
Information about this school
- Wallisdean Infant School is smaller than the average-sized primary school. Most pupils attend from the
- All children in the Early Years Foundation Stage attend school full time.
- All pupils are taught in single-age classes.
- The proportion of disabled pupils and those with special educational needs is below the national average.
- The proportion of disadvantaged pupils supported by the pupil premium is considerably above that found
in most schools. This is additional government funding provided to give extra support to those pupils
known to be eligible for free school meals and to children who are looked after.
- Most pupils are of White British Heritage.
- The school offers the facility of a privately run pre-school, breakfast and after school club on the school
site but it was not a part of this inspection.
What does the school need to do to improve further?
- Provide more regular opportunities for children to practise in self-chosen activity times what they have
learned while working with adults.
|The leadership and management||are outstanding|
- The school has sustained and built upon its high performance over the last five years because of the
strong drive and ambition of the headteacher. All other leaders, including governors, fully support her in
the challenge to provide the best possible education for all the school’s pupils. The school clearly
demonstrates its capacity to continue its outstanding effectiveness.
- The local authority provides appropriate guidance for this outstanding school and regularly uses the skills
of staff to help with such areas as regulating standards across Hampshire.
- The school values of ‘Challenge, Motivation and Independence’ are consistently encouraged in lessons and
in pupils’ personal development. They create a culture of very high expectations for pupils of both work
and behaviour and make a significant contribution to their outstanding progress.
- The pupils’ ‘School Etiquette’ teaches them to ‘Be Kind, Think First and Be Polite’. These ‘golden rules’ are
strongly supported by provision for pupils’ spiritual, moral, social and cultural development.
- The issue from the last inspection regarding pupils’ understanding of the diversity of other cultures has
been rigorously addressed. A wide range of topics now ensure that pupils develop a very good
understanding of the diverse cultures that exist globally and in modern Britain. Pupils learn to be tolerant
and respectful of cultures and faiths that would normally be outside of their day-to-day experience.
- The senior leadership is innovative but reflective and insightful. They constantly research into what could
make a difference to pupils’ achievement. They are ably supported by a very skilled team of teachers and
teaching assistants fully committed to improving their practice. The school’s values of ‘Challenge,
Motivation and Independence’ are applied just as robustly to adults as they are to pupils. No-one is in any
doubt as to the high standards expected.
- The quality of teaching is checked accurately to ensure that pupils are making the best possible progress.
Robust procedures and an adherence to the national standards expected of all teachers have previously
quickly eradicated poor practice. The school rapidly identifies and provides training and development for
all staff where necessary.
- The leadership and provision for pupils who are disadvantaged or who are disabled and have special
educational needs are particularly strong. Equal opportunities for different groups of pupils are promoted
exceptionally well and the school does not tolerate any form of discrimination. Teaching assistants are
highly trained, specialising in offering particular programmes to support a wide variety of pupils’ needs.
These programmes are targeted to meet specific difficulties and, as a result, pupils’ progress is rapid.
- A creatively planned and wide range of subjects ensure that pupils develop key skills but most especially
in mathematics, reading and writing. They have many opportunities to practise these skills well in other
subjects. An example of this was seen in a lesson about the similarities and differences between schools in
Africa and the United Kingdom. Pupils used their writing skills well as they worked in small groups to
record their ideas after watching a video clip. Visits, visitors and after-school activities all enhance and
enrich learning. Provision for music and sport is a strength of the school.
- Additional funding for school sports is used effectively to provide teachers with the skills to teach a variety
of sports competently. The school now offers a wider range of sports during and after school for pupils to
enjoy. This is making a significant contribution to improving pupils’ fitness levels.
- Strong partnerships with other schools, external agencies and the local community further enrich and
support pupils’ learning and development. For example, the school works closely with the adjacent junior
school and local pre-schools to ensure pupils transfer seamlessly from one setting to another. Links with
other schools, colleges and agencies provide advice for gifted and talented pupils and those who find
learning or behaviour difficult. This ensures that all pupils make the best possible progress. Partnerships
for teachers in their various responsibility roles support them well in planning and delivering their different
- Meetings with parents before school and the online questionnaire show that they hold extremely positive
views of the school’s work. The school is particularly good at reaching out to parents who might otherwise
find it difficult to share any concerns or barriers to learning for their children.
- School staff follow safeguarding procedures rigorously and governors play a leading role in safeguarding
and equality, ensuring that all statutory responsibilities and requirements are fully met.
- The governance of the school:
Governors are frequent visitors to the school and receive detailed reports about its work. They know
and can discuss the school’s strengths and areas for development very well.
They use this knowledge, attendance at governor training and their very useful work life skills not only
to support the school, but also to ask challenging questions. In this way, they play an important part in
helping it to sustain its high performance and improve even further.
Governors are well organised. They have an in-depth knowledge and understanding about how
additional funds are spent, ensuring that they are used wisely and to maximum benefit.
They check the quality of teaching rigorously in relation to pupils’ progress and teachers’ pay and
progression and ensure that teachers are rewarded where appropriate.
The headteacher is set robust targets and these are reviewed regularly throughout the year as well as
at an annual review with an external advisor.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. School records show that there have been no exclusions, racist
incidents, bullying or challenging behaviour. Pupils who might have difficulties in behaving appropriately
are very well managed.
- Pupils’ attendance is now above the national average and there are rigorous procedures in place to
continue to improve it further.
- Pupils have an excellent understanding of the school’s behaviour systems and its rewards and sanctions.
Sanctions are rarely required because pupils really enjoy coming to school and are enthusiastic learners.
Pupils say ‘We learn new things every day. We work hard!’ They are spurred on by earning ‘golden time’
- The school’s policies and practices are modelled on the ‘Rights Respecting Schools’ initiative so pupils are
daily encouraged to be thoughtful and respectful towards their companions and to adults. As a
consequence, school is a calm and harmonious place in which to learn and play. Pupils behave
impeccably in assembly and around the building and get on very well together on the playground.
- In the lessons observed during the inspection, there was no low-level disruption of any kind. Pupils
listened very carefully to the teacher, were fully engaged in their tasks and showed a pride in their work.
- The excellent ‘Children as Leaders’ scheme within the school reinforces and supports all the school does to
cultivate positive behaviour. Importantly it also helps pupils to develop the skills to deal with challenges
they may face in the future.
- The school’s work to keep pupils safe and secure is outstanding. Pupils say they feel very safe in school
and parents fully support this view. Effective teaching about internet safety, ‘stranger danger’ and touch
are examples of how the school heightens pupils’ awareness of how to keep safe.
- Pupils demonstrate a very good awareness of risk as they walk sensibly on the stairs, report the ‘slippery’
condition of the play equipment outside and explain clearly the reason for the fluorescent jackets they
wear on visits in the local area.
- Pupils say there is no bullying in school but know that if they were in any kind of difficulty, they can trust
an adult to help them.
|The quality of teaching||is outstanding|
- Pupils’ outstanding progress and the high standards achieved over time shows teaching to be outstanding.
A hallmark of this is the excellent classroom organisation, high quality resources and information on walls
to encourage pupils’ independence. Routines are the same in all classrooms and this consistency means
that time is well used. Pupils are familiar with the high expectations of work and behaviour and are always
ready to learn. No time is wasted.
- The excellent and respectful relationship between pupils and adults creates a positive climate in which
pupils respond well, participating and engaging eagerly because lessons are interesting. For example,
pupils watched stimulating video clips in a skilfully planned lesson and learned about the features of
animals and how they relate to the environment in which they live.
- This imaginatively planned lesson was a good example of how teachers use every opportunity to
encourage pupils to practise their writing skills. Pupils’ language was effectively extended through the use
of scientific vocabulary such as ‘camouflage’ and herbivore’.
- Pupils are very clear about what they are learning and how they can succeed. Teachers’ very good subject
knowledge enables them to ask pupils probing questions that check their understanding and progress
during the lesson. Year 1 pupils could tell the teacher exactly what they must check when recording their
mathematics work. This supported their achievement very well.
- Tasks are very carefully matched to pupils’ different abilities with just the right amount of challenge to
ensure that they make rapid progress. Pupils are eager to try the extra challenges teachers set.
- During the inspection, listening to pupils read, looking at their work with them and observing lessons
demonstrated clearly that literacy and numeracy skills are very well taught.
- Teachers mark pupils’ work thoroughly with encouraging comments and explain simply how they might
improve their work. This helps pupils take the next steps in their learning independently.
- Pupils’ progress is supported well by regular homework tasks, especially reading, spellings and number
|The achievement of pupils||is outstanding|
- Children join the school with significant weaknesses in most areas of learning, but particularly
communication and language, personal and social development and knowledge and understanding of the
world. Due to the outstanding education on offer in the Early Years Foundation Stage, they make
exceptional progress from their starting points. By the end of the Reception Year, the percentage of
children who reach a good level of development is similar to the national average.
- This very good progress is built upon further throughout pupils’ time in Key Stage 1. By Year 2, standards
are high in all three areas of reading, writing and mathematics.
- Disadvantaged pupils and those who are disabled or who have special educational needs make the same
very good progress from their starting points as all other pupils. They are exceptionally well supported
and their progress is rigorously checked and discussed every half term. The ‘Woodland Warriors’ outdoor
group successfully supports pupils with social and emotional difficulties that would otherwise be a barrier
to learning. As a result, they soon begin to make improved progress.
- By Year 2, the gap has closed between disadvantaged pupils and other pupils and they achieve the same
high standards in reading, writing and mathematics.
- The sounds that letters make (phonics) are very well taught. Results of the national screening check for
phonics show the attainment of Year 1 pupils to be close to the national average. Because the starting
point for many pupils is lower than might typically be expected, it takes extra time for some pupils to
acquire the necessary phonic skills. However, by Year 2, almost all pupils, and especially those who are
disadvantaged, achieve the standard expected.
- Pupils use these skills consistently when reading to build, read and spell unfamiliar words. The most able
pupils successfully tackle words such as ‘particular’ and already have favourite authors such as Roald
Dahl. Pupils say they enjoy reading and have firm ideas about the type of books they like, describing
them as ‘magical’ and ‘funny’. They know and understand the difference between fiction and non-fiction
and many prefer ‘fact’ books to story books. Pupils say they like to ‘find out about things’.
- A significant number of pupils reach a higher level than is expected in all three areas of reading, writing
and mathematics. Work in the books of the most able pupils demonstrates that punctuation is habitually
in place and many words are correctly spelled. Word choices are becoming ambitious and their work is
well organised, using a range of simple connectives to join, and so make, longer sentences. Their
handwriting is legible and mostly joined.
- During a mathematical investigation in a lesson observed during the inspection, the most able pupils in
Year 2 were able to recall that the scientific idea of a ‘fair test’ means ‘keeping everything the same’.
They applied their knowledge very well to the task in hand.
- Exemplary teaching is leading to outstanding achievement, which means that pupils are very well
prepared for the next stage in their education.
|The early years provision||is outstanding|
- Excellent leadership of the Early Years Foundation Stage has resulted in good improvement since the last
inspection. By the end of the Reception Year, the percentage of children reaching a good level of
development is similar to the national average. This represents excellent progress from their weak
starting points and prepares them very well for Year 1.
- Procedures when children join the school are extremely well planned for both children and parents. There
are many opportunities for children to become familiar with routines before they start school. Children are
kept very safe and as a result they quickly develop confidence in the calm and well-organised
- No opportunities are missed for children to develop their personal and social skills, for example as they
take responsibility for delivering the register to the school office when acting as ‘Star of the Week’. They
take turns with activities, share resources and learn to walk beautifully from one space to another as they
move to the computer suite.
- Exciting and stimulating activities ensure that children are always busily engaged in learning so behaviour
is excellent. When children choose their own tasks, there are very good opportunities for them to develop
the characteristics of effective learning. During the inspection, children were observed learning to
persevere for long periods of time and thinking of ways to solve problems, for example when building a
- Adults join in very sensitively with children’s learning, for example when decorating a Christmas tree
together. They encouraged children to recap on previous class discussions, talking about what happens in
Germany at Christmas time and extending their vocabulary. This also began to develop children’s cultural
- Occasionally, after adult-led learning times, there are not enough planned opportunities for children to
choose activities that would help them to consolidate their learning and so make even quicker progress.
- Children achieve so well because teaching is outstanding. For example, during the inspection, a small
group of children were observed learning the sounds that letters make. Children listened exceptionally
well, were totally engaged and learned very rapidly because of the highly imaginative way in which the
sounds were taught. For example, ‘Fred the Frog’ watched from the teacher’s shoulder to make sure that
everyone was participating as children chose a colour from an imaginary paint pot to paint letter shapes
in the air.
- Adults check how well children are learning very regularly. An excellent system for collecting observations
and photographs of learning exists in the classrooms. This enables all adults to contribute to each
individual child’s progress throughout the day. A valuable record is compiled and used to plan children’s
next steps in learning.
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||115893|
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||167|
|Appropriate authority||The governing body|
|Date of previous school inspection||6–7 July 2011|
|Telephone number||01329 280827|
|Fax number||01329 281681|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk