School etc

Wallisdean Infant School

Wallisdean Infant School
Wallisdean Avenue

phone: 01329 280827

headteacher: Mrs Sandra Cammish

reveal email: admi…

school holidays: via Hampshire council

170 pupils aged 4—6y mixed gender
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 %

rooms to rent in Fareham

Schools nearby

  1. 0.1 miles Wallisdean Junior School PO141HU (171 pupils)
  2. 0.1 miles Fareham College PO141NH
  3. 0.2 miles St Jude's Catholic Primary School PO141ND (184 pupils)
  4. 0.2 miles The Neville Lovett Community School and Continuing Education Centre PO141JJ
  5. 0.2 miles Fareham Academy PO141JJ (650 pupils)
  6. 0.7 miles Redlands Primary School PO160UD (311 pupils)
  7. 0.7 miles Ranvilles Junior School PO143BN (230 pupils)
  8. 0.7 miles Ranvilles Infant School PO143BN (179 pupils)
  9. 0.7 miles Heathfield Special School PO143BN (115 pupils)
  10. 0.7 miles St Francis Special School PO143BN (89 pupils)
  11. 0.9 miles Uplands Primary School PO167QP (289 pupils)
  12. 1 mile Harrison Primary School PO167EQ (615 pupils)
  13. 1 mile Orchard Lea Infant School PO156BJ (185 pupils)
  14. 1.1 mile Fareham Park Infant School PO156LL
  15. 1.1 mile Orchard Lea Junior School PO156BJ (220 pupils)
  16. 1.1 mile Fareham Park CofE (Controlled) Junior School PO156LL
  17. 1.1 mile Oak Meadow Church of England Controlled Primary School PO156LL
  18. 1.1 mile St Columba Church of England Primary Academy PO156LL (177 pupils)
  19. 1.2 mile Wykeham House School PO160BW (156 pupils)
  20. 1.3 mile The Henry Cort Community College PO156PH (863 pupils)
  21. 1.4 mile Meoncross School PO142EF (370 pupils)
  22. 1.5 mile Woodcot Primary School PO130SG (182 pupils)
  23. 1.5 mile The Key Education Centre PO130SG (14 pupils)
  24. 1.6 mile Titchfield Primary School PO144AU (194 pupils)

List of schools in Fareham

School report

Wallisdean Infant School

Wallisdean Avenue, Fareham, Hampshire, PO14 1HT

Inspection dates 11–12 December 2014
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
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.

Inspection team

Anna Sketchley, Lead inspector Additional Inspector
Janet Sharp Additional Inspector
Mike Kell Additional Inspector

Full report

Information about this school

  • Wallisdean Infant School is smaller than the average-sized primary school. Most pupils attend from the
    local area.
  • 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.

Inspection judgements

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’
    and certificates.
  • 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
    marble run.
  • 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
    awareness well.
  • 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 Judgement Description
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
Ofsted inspectors.

School details

Unique reference number 115893
Local authority Hampshire
Inspection number 443803

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

Type of school Infant
School category Maintained
Age range of pupils 4–7
Gender of pupils Mixed
Number of pupils on the school roll 167
Appropriate authority The governing body
Chair Evelyn Wrixon
Headteacher Sandra Cammish
Date of previous school inspection 6–7 July 2011
Telephone number 01329 280827
Fax number 01329 281681
Email address reveal email: admi…

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