School etc

Whitestone Infant School

Whitestone Infant School
Magyar Crescent

phone: 024 76347813

headteacher: Mrs Nicola Green Bsc


school holidays: via Warwickshire council

267 pupils aged 4—6y mixed gender
270 pupils capacity: 99% full

135 boys 51%


135 girls 51%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 438116, Northing: 289642
GPS coordinates
Latitude: 52.503, Longitude: -1.4399
Accepting pupils
4—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 9, 2011
Region › Const. › Ward
West Midlands › Nuneaton › Attleborough
Urban > 10k - less sparse
Free school meals %

rooms to rent in Nuneaton

Schools nearby

  1. 0.2 miles Chetwynd Junior School CV114SE (340 pupils)
  2. 0.7 miles Leyland School CV114RP
  3. 0.8 miles George Eliot Community School CV114QP
  4. 0.8 miles The George Eliot School CV114QP
  5. 0.8 miles The George Eliot School CV114QP (658 pupils)
  6. 1 mile Oak Wood Secondary School CV114QH
  7. 1 mile Oak Wood Primary School CV114QH
  8. 1 mile Oak Wood Primary School CV114QH (101 pupils)
  9. 1 mile Oak Wood Secondary School CV114QH (121 pupils)
  10. 1.1 mile Attleborough First School CV114PQ
  11. 1.2 mile All Saints CofE Primary School and Nursery, Nuneaton CV107AT (242 pupils)
  12. 1.2 mile Milverton House School CV114NS (146 pupils)
  13. 1.2 mile Red Deeps School CV107AX
  14. 1.2 mile The Griff School CV107AX
  15. 1.3 mile Swinnerton Middle School CV114LU
  16. 1.3 mile Wembrook Primary School CV114LU (682 pupils)
  17. 1.4 mile Bramcote Hospital School CV116QL
  18. 1.5 mile Our Lady of the Angels Catholic Infant School CV115TY (289 pupils)
  19. 1.5 mile St Joseph's Catholic Junior School CV115TY (270 pupils)
  20. 1.5 mile Middlemarch School CV107BQ (201 pupils)
  21. 1.6 mile Weston-In-Arden First School CV129RT
  22. 1.6 mile King Edward VI College Nuneaton CV114BE
  23. 1.6 mile Arden Forest Infant School CV129RT (182 pupils)
  24. 1.6 mile The Midland Studio College Nuneaton CV107SD (69 pupils)

List of schools in Nuneaton

Whitestone Infant School

Inspection report

Unique Reference Number 125545
Local Authority Warwickshire
Inspect ion number 363992
Inspect ion dates 9–10 May 2011
Reporting inspector Mike Thompson

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

Type of school Infant
School category Community
Age range of pupils 4–7
Gender of pupils Mixed
Nu mber of pupils on the school roll 268
Appropriate authority The governing body
Chair Philip Johnson
Headteacher Nicola Green
Date of prev ious school inspection 11 June 2008
School address Whitestone Infant School
CV11 4SQ
Telephone number 024 7634 7813
Fax number 024 7638 8660
Email address
Age group 4–7
Inspect ion dates 9–10 May 2011
Inspect ion number 363992


This inspection was carried out by three additional inspectors. The inspectors observed 11
teachers as they visited 21 lessons. The inspectors held meetings with the headteacher
and members of staff, the Chair of the Governing Body and pupils. They looked at a range
of information, including data showing the progress made by pupils and samples of pupils'
work. The inspectors analysed questionnaires returned by 93 parents and carers, and 23
members of staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • To what extent is the school able to demonstrate that all groups of pupils make at
    least good progress, particularly the vulnerable and less advantaged?
  • How effective has the school been in improving the quality of teaching and learning
    since its last inspection, and particularly in ensuring that learning objectives are very
    clear and that pupils know exactly what they need to do to be successful in lessons?
  • How rigorous are managers at all levels in their monitoring and evaluation of their
    areas of responsibility? What is the impact of middle managers on pupils' progress?

Information about the school

This is a large, three-form entry infant school. It is located on the southern outskirts of
Nuneaton and shares a site with the Stepping Stones Pre-School and Kids Club and a
community centre. Almost all pupils are White British. The proportion of pupils with special
educational needs and/or disabilities is in line with the national average. Most of these
pupils have general learning difficulties. There is a small but increasing number of pupils
with emotional and social difficulties. In response, the school has very recently established
a nurture group to help meet the needs of these pupils. The proportion of pupils eligible
for free school meals is below the national average but has more than doubled over the
past three years because of changes within the school's catchment area.
The school has a number of accreditations and awards including Healthy School status, an
Activemark accreditation for its promotion of physical education and sport, and the ICT
mark for its use of technology.
The Stepping Stones Pre-School and Kids Club was inspected separately.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 2

Main findings

Whitestone Infant School is outstanding. It provides its pupils with high quality care,
guidance and support and a curriculum that meets their needs and interests exceptionally
well. Teaching is securely good.
An important factor in the school's success is the outstanding partnership with parents and
carers. Almost all of those who returned the inspection questionnaire had positive views
about all aspects of the school's performance. Typical of the many positive comments
appended is: 'I am particularly impressed with the opportunities to engage with parents
and get us involved within the school community. This is an outstanding school.'
One of the school's many strengths is the outstanding progress made by pupils in many
aspects of their personal and social development. Pupils have an excellent appreciation of
how to keep safe and live healthily. Their behaviour is generally good and in closely
supervised situations, such as when moving into or out of assembly, it is impeccable.
Pupils' high-quality social skills contribute strongly to the consistently good, and
sometimes excellent, learning evident in all classes. Learning is not outstanding because
pupils have yet to develop resilience in tackling challenging work and sometimes rely too
heavily on teachers for help. This is because teachers do not always provide or make full
use of opportunities to develop pupils' skills as creative and independent learners through
investigation and problem-solving.
When children join the Reception classes they have skills that are similar to those
expected for their age. They make good progress in their Reception year because they
have ready access to a wide range of interesting activities and are taught well.
Over the past two years, standards in reading, writing and mathematics at the end of Key
Stage 1 have been consistently high and pupils' current work shows that this trend is set
to continue. One of the key contributory factors to this high level of performance has been
the very strong focus placed on developing pupils' skills as readers. Consequently, by the
time they reach Year 2 pupils are articulate and have excellent vocabulary and
comprehension. These skills contribute strongly to their learning in all subjects.
The headteacher, the governing body and the whole staff share an ambitious vision for
the school, and are partners in a clear plan of action to further strengthen the school's
performance. Accurate assessments of the quality of teaching, combined with very
thorough tracking of pupils' progress and analysis of data, has enabled the school to
identify precisely where it needs to improve, and detailed planning underpins
developments. The improvements made since the last inspection in pupils' attainment, the
quality of care, guidance and support for pupils and the partnerships that help promote
learning and well-being, demonstrate a good capacity for sustained improvement.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Provide consistently challenging opportunities for pupils to develop their creativity
    and to practise and improve their skills through investigation and problem-solving.
Outcomes for individuals and groups of pupils 1

Throughout the school, pupils work hard in lessons and are keen to learn because they
find their work interesting and enjoyable. A focus on Australia in the Year 1 classes, for
example, provided many opportunities for teachers to link work in a number of subjects.
In mathematics lessons, teachers made good use of pupils' previous learning in geography
by using illustrations of Australian animals placed within a grid as a tool for teaching
coordinates. In these lessons, teachers' effective use of the information and
communication technology (ICT) provided in all classrooms illustrated their explanations.
This new learning was secured through teachers' use of phrases such as 'along the hall'
and 'up the stairs' to help pupils locate pictures of animals by using the horizontal and
vertical axes of the grid.
By Year 2, pupils' excellent knowledge of letter sounds and blends enables them to read
challenging pieces of text with reasonable fluency. The ongoing, strong emphasis placed
on developing pupils' skills as writers has resulted in an improvement from above average
to high attainment since the last inspection.
Pupils with special educational needs and/or disabilities, and those circumstances make
them potentially vulnerable, make similarly good progress. This is because their learning
needs are quickly identified, and they are offered carefully tailored support which is
monitored closely and reviewed regularly. In some instances, the focus for the school has
identified that the support needs to be on improving social skills, including the ability to
cope with any upsets, since these have an adverse impact on learning in lessons. One of
the sessions observed was in the newly-established 'Owl's Nest' nurture group, which
comprises pupils who have emotional or behavioural difficulties. Here, the two teaching
assistants, in common with all their colleagues, showed great patience and skill in getting
pupils to learn to listen, obey rules, take turns, work with others and show appreciation of
others' achievements.
Pupils contribute to school life with enthusiasm. They willingly take responsible roles such
as play leaders, monitors for saving energy and water, or as members of the school
council. Their strong contributions to the local and wider community are illustrated
through involvement in ongoing initiatives to resolve parking problems outside the school
gates, participation in local events such as an arts festival and regular support for local
and national charities. Pupils' commitment to living healthily is recognised through the
Healthy School status and Activemark accreditation, and is evident in the high levels of
participation in the wide range of extra-curricular activities provided, such as clubs for
football, gymnastics, and multisports. Pupils are well prepared for the next phase of their
education. Their skills in oracy, literacy and numeracy are outstanding, and their
competence in using technology is recognised through the ICT mark. However, these
qualities are partially offset by pupils' lack of skills as independent learners. Pupils'
outstanding spiritual and cultural development was evident in an assembly, attended by
parents and carers, in which a group of pupils in Year 2 demonstrated their expertise in
playing the violin. The audience, comprising pupils in Years 1 and 2, showed great

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

appreciation of their achievements. Pupils' moral and social development is also of a high
order. They work and play together amicably, respect others' feelings and ideas, and have
a well-developed sense of fair play.

These are the grades for pupils' outcomes

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


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

is low

How effective is the provision?

Lessons are well organised and carefully structured, and resources are used well to
support learning. Teachers have good questioning skills which they use effectively to
extend pupils' thinking. In all lessons, teachers ensure that pupils know precisely what
they are to learn and set out clearly the 'steps to success' that the pupils need

  • to follow in order to achieve their learning goals. However, this approach can also
    lead to directive teaching that limits pupils' ability to use their own initiative. In
    outstanding lessons, this is not the case. For example, in a Year 2 science lesson the
    teacher deliberately gave the pupils little guidance in their initial task of classifying
    different types of food. This activity produced much animated discussion and
    resulted in many different responses including categories based on appearance, such
    as 'runny food' and wiggly food', to those based on healthy eating criteria. Following
    this introduction, the teacher then introduced and explained challenging, subject-
    specific vocabulary such as 'carbohydrate' and 'protein' before requiring the pupils to
    re-classify their materials and to record the results of their debate by using digital
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    cameras. In a few instances, teaching does not fully stretch the most-able pupils
    when they do not have separate 'steps to success'.

The curriculum provides many opportunities for exciting learning, and pupils benefit from
specialist teaching of French and sports. There is a very strong emphasis on high-quality
personal, social and health education. A key factor in the excellent impact of the
curriculum is the regular review of planning by the year group teams. This enables
activities to be adjusted according to changing needs. Planning is truly collaborative, with
all teachers in a year group team contributing ideas for each of the subjects within a topic.
Teachers follow the plans closely, ensuring equality of provision for all pupils. Current
initiatives in place to improve the curriculum further include the use of first-hand
experiences to stimulate pupils' imaginations and provide exciting opportunities to develop
writing skills.
The school is an extremely caring community in which pupils' welfare is given a high
priority. The individual needs of every pupil are very well understood, and excellent
support is given to the potentially vulnerable. Procedures for the very smooth induction of
pupils into the Reception classes include very close liaison with the pre-school provision on
site and visits by the Early Years Foundation Stage leader to other pre-school settings.
Similarly effective arrangements enable pupils to transfer confidently to a local junior
school at the end of Year 2.

These are the grades for the quality of provision

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

How effective are leadership and management?

The clear direction provided for the school is driven strongly by the headteacher's
ambitious vision for the future, which is shared by staff and governors. There is a clear
plan for school development, but the lack of specific and measurable targets for improving
literacy and numeracy mean that progress in achieving targets cannot be measured
objectively. The capable team of leaders at all levels provides effective support by helping
to ensure that the work of the school is closely monitored. Staff are fully supported in
developing their professional practice and morale is high.
The governing body is well led, provides effective challenge and plays an important role in
moving the school forward. Although a number of governors are relatively new, there is
also a core of experienced, long-serving governors who provide good continuity. The
governing body ensures that safeguarding procedures have a high profile and are
rigorously applied as a result of well-developed systems for quality assurance and risk
assessment. However, there are no governors trained in safe recruitment procedures. The
school's clear commitment to promote equality of opportunity and tackle discrimination is

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

implicit in all its actions. It carefully monitors and evaluates the performance of all groups
of pupils, and ensures that unevenness in their rates of progress is minimal. The school's
promotion of community cohesion is good. The school knows its own community well and
is effective in broadening pupils' horizons both nationally and globally through, for
example, close links with the local authority inter-cultural support service. The newly-
appointed parent support adviser is helping develop effective links with the increasing
number of hard-to-reach families.

These are the grades for leadership and management

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

Early Years Foundation Stage

The children have good access to an excellent range of interesting and enjoyable
activities, both indoors and out. Careful planning, which ensures good coverage of the
Early Years Foundation Stage curriculum, together with good teaching result in good
progress. By the time children transfer to Year 1, most children have securely attained the
goals expected at this age. Children make particularly good progress in all aspects of their
social and emotional development, and these skills provide a secure platform for continued
good progress in Key Stage 1.
The assessments of children's learning and progress are not always sharp enough. This is
particularly the case in respect of 'captured moments' as children work independently. In
these cases, the records of children's achievements are sometimes too descriptive and
lack clear evaluation of precisely how well they tackle their tasks. This means that the next
steps in learning are not sharply defined for each individual. Assessments conducted
during activities closely directed by adults are generally better.
Good leadership and management ensure that children are able to learn safely through
purposeful play. Adults interact well with children and are good at using questions to help
develop learning. They involve children well in making decisions, give clear explanations,

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

have high expectations of what children should achieve, and ensure that they feel safe
and secure. All children are valued and treated as individuals as in a family, with clear
boundaries, underpinned by sound policies.

These are the grades for the Early Years Foundation Stage

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

Views of parents and carers

Parents and carers are overwhelmingly appreciative of the school. About one third of the
questionnaires returned by parents and carers had comments appended, and the vast
majority of these were entirely positive. A common theme among the positive comments
is appreciation of the success of the school in promoting children's personal development,
a view endorsed by the inspection findings. There is no common theme within the few
negative comments.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Whitestone Infant School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 93 completed questionnaires by the end of the on-site
inspection. In total, there are 268 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 67 72 23 25 2 2 0 0
The school keeps my child
70 75 20 22 3 3 0 0
My school informs me about
my child's progress
49 53 41 44 3 3 0 0
My child is making enough
progress at this school
60 65 28 30 4 4 0 0
The teaching is good at this
60 65 30 32 2 2 0 0
The school helps me to
support my child's learning
58 62 30 32 5 5 0 0
The school helps my child to
have a healthy lifestyle
52 56 39 42 2 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
42 45 38 41 2 2 0 0
The school meets my child's
particular needs
54 58 34 37 3 3 0 0
The school deals effectively
with unacceptable behaviour
45 48 38 41 6 6 2 2
The school takes account of
my suggestions and concerns
37 40 47 51 4 4 0 0
The school is led and
managed effectively
55 59 36 39 2 2 0 0
Overall, I am happy with my
child's experience at this
65 70 24 26 4 4 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

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 sch ools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

11 May 2011
Dear Pupils

Inspection of Whitestone Infant School, Nuneaton, CV11 4SQ

I am writing to you to tell you that your inspectors really enjoyed being at your school. We
enjoyed talking to you and listened very carefully to what you had to say. You told us that
you think that your school is excellent, and we agree.
Here are some of the many good things about your school.
You learn well in lessons and make good progress because you are taught well and you
are really interested in the exciting things teachers plan for you.
By the time you move to the junior school at the end of Year 2, you are much better at
reading, writing and mathematics than children of your age in most other schools. Well
We were impressed by your good manners and behaviour.
You feel safe because all of the adults in your school make sure that you are very well
looked after.
You know a lot about how to keep healthy.
The people who run your school are doing a really good job.
I particularly enjoyed listening to your violin playing in assembly and to the lovely singing
by Year 2. Well done!
To help you to make even better progress, I have asked your teachers to make sure that
you have to think a lot more for yourselves and plan what you need to do to investigate
and solve the problems they give you. I think that this will make your lessons even more
exciting. I am sure that you are ready for this challenge. You can also help by listening
very carefully to what your teachers ask you to do and by not giving up when the
challenges you are given seem to be quite difficult.
I hope that you enjoy lots of success in the future.
Yours sincerely

Mike Thompson
Lead inspector


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