WIMBORNE INFANT SCHOOL

The school was inspected by four inspectors, led by Ms. Helen Carruthers, Registered Inspector. This document summarises the full inspection report, which is available from the school. (It is also available in .pdf format from OFSTED . This will open a new window, close it to return here.)

INFORMATION ABOUT THE SCHOOL

Number of full-time pupils: 199 (same size as others of the same type)
Pupils with English as an additional language: 0% (less then most)
Pupils entitled to free school meals: 10% (just below average)
Pupils on register of special educational needs: 44
Average class size: 29

There is a wide variety of attainment on entry. For the majority of pupils this is average and for some it is a little above. Most pupils have had some pre-school experience before starting school.

WHAT THE SCHOOL DOES WELL

Sustains above average standards in English and mathematics.
Provides good teaching.
Supports pupils with special educational needs very well.
Promotes good attitudes, very good behaviour and relationships.
Provides good opportunities for pupils' personal development.
Implements its aims and values very well.
Provides very effective support and guidance for pupils.
Makes very good links with parents and the community.

WHERE THE SCHOOL HAS WEAKNESSES

In developing the role of subject co-ordinators to monitor the delivery of their subjects in all classes.
In organising a clear system of recording written work and improving presentation in pupils' workbooks.

This is a good school with some very good features and no major weaknesses. Any weaknesses raised in this report are areas for further development and should be seen in the context of the success of the school, but they will form the basis of the governors' action plan, which will be sent to all parents or guardians of pupils at the school.

HOW THE SCHOOL HAS IMPROVED SINCE THE LAST INSPECTION

The school has made good progress in addressing the four key issues from the last inspection. It has sustained good attitudes to learning and standards. Teachers' short-term planning is now well linked to the information gathered through ongoing assessment and provides greater challenge for pupils of all abilities. Much has been achieved in organising special educational need provision so that it does not disrupt, but supports work going on in the classrooms. School development and improvement planning now has clearly defined links between priorities for development and the school's budget; progress is monitored and criteria used to judge the effectiveness of spending. Targets are set for improvement. The school is very well placed to continue its development and improvements.

STANDARDS IN SUBJECTS

This table shows the standards achieved by 7 year olds in 1998 based on National Curriculum tests:

Performance in Compared with all schools Compared with similar schools
Reading A A
Writing A A

Mathematics A A

Key

well above average A

above average B

average C

below average D

well below average E

The grades in the table above show that compared with all and similar schools pupils' results based on the 1998 National Curriculum tests were well above average in reading, writing and mathematics.

Inspection judgements were that standards remain above average in English and mathematics. In English, pupils attain above average standards in speaking and listening, reading and writing. Pupils write well using a joined style, but the standard in presentation of finished work in workbooks is variable. Work in literacy is having a positive impact on raising pupils' understanding of basic grammar and punctuation. In mathematics, pupils have a good understanding of mental arithmetic and the use and application of numbers. Standards in science are average with pupils developing satisfactory investigation skills. In information technology, pupils' attainments are in line with expectations with good links to work in literacy. In other subjects, pupils make good progress in art, music and physical education, with particular strengths in their observational drawing and singing. Pupils make satisfactory progress in geography and history. In design and technology, whilst progress is satisfactory overall, opportunities for pupils to review and modify their designs and to select materials and tools are limited. The work seen in religious education is of a satisfactory standard. By the age of five, the majority of children exceed expectations across the areas of learning; they make good progress from entry.

QUALITY OF TEACHING

Teaching in	Under 5	5-7 years	7-11 years
English	Good	Good
Mathematics	Good	Good
Science		Satisfactory
Information technology		Satisfactory
Religious education		Satisfactory
Other subjects	Good	Good

Teaching is good or very good in 75 per cent of lessons observed, this includes 61 per cent of teaching judged as good and 14 per cent very good. In the remaining 25 per cent of lessons seen teaching is satisfactory. No teaching is judged as unsatisfactory. This is an improvement since the last inspection when some teaching was unsatisfactory. Within the satisfactory teaching profile in religious education at Key Stage 1, there are some good features. Within other subjects, the good teaching profile includes some teaching judged as satisfactory. For children under five, teaching in science, information technology and religious education are included under other subjects.

Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that strengths outweigh any weaknesses.

OTHER ASPECTS OF THE SCHOOL

Aspect	Comment
Behaviour	Consistently very good throughout the school. Good opportunities for personal development and taking responsibility.
Attendance	Very good; above the national average with effective procedures for monitoring and promoting good attendance.
Ethos*	Very good. All ages work together purposefully and are keen and well motivated with good attitudes to learning. Relationships throughout are very good.
Leadership and management	Very good. Headteacher provides strong leadership; monitors teaching effectively. School development and improvement plans give clear targets, now suitably linked to budget process. Governors effective and involved fully in evaluating school development. Subject co-ordinators manage subjects well, but now develop monitoring role. Very clear educational direction provided for the school.
Curriculum	Good. Broad and balanced throughout; good planning links well to day-to-day assessment of pupils' progress; literacy and numeracy well promoted. For under-fives planned opportunities for use of three-wheeled bikes and toys outdoors are limited. Assessment procedures very effective and information is used well to set targets for improvement in spelling, comprehension and use of data and language in mathematics. Good provision of field-trips, visits and visitors, but few extra-curricular clubs.
Pupils with special educational needs	Well managed with good provision and effective support. The percentage of pupils on the school's register of special educational needs is just above average.
Spiritual, moral, social & cultural development	Good provision overall. Spiritual developed well; very clear moral framework, known to all; very good social opportunities provided; cultural development has improved since the last inspection, but fewer multicultural links.
Staffing, resources and accommodation	Satisfactory overall. Effective teamwork with good use of non-teaching staff. Role of subject co-ordinators in classroom monitoring less developed. Satisfactory range and use of resources. Stimulating and good quality displays provided throughout. Good accommodation, with some attractive features outside, playground seating and well kept small pond.
Value for money	Good

*Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards.

THE PARENTS' VIEWS OF THE SCHOOL

What most parents like about the school	What some parents are not happy about
Made to feel welcome. Headteacher and staff approachable and helpful. Handles complaints well. Gives clear picture of what is taught. Kept well informed about their children's progress. Sustains good standards of work. More than just lessons provided. Sets sufficient homework. The values and attitudes promoted. The good standards of behaviour. Their children enjoy going to school.	Would like more opportunities to talk about their own child's progress. Would like to see more spellings and tables set for older pupils' homework.

Inspectors' judgement support parents' positive views. From information gathered through the parents' questionnaire and parents' meeting there is much strong support for the school. Parents find the headteacher and staff approachable. They appreciate that they are made to feel welcome and most agree that they are kept well informed. A few other parents would like more opportunities to discuss the work their children do. The school has good arrangements for informing parents of their own child's progress and is happy to make extra time for this as well. Parents agree that work and behaviour is of a good standard. They find their children are well looked after and like coming to school. Some parents queried if older pupils should have more formal homework set. The inspection team found that homework is sufficient for all age groups and well managed by teachers.

OTHER INFORMATION

The contractor appointed by OFSTED for this inspection was:-
Cambridge Education Associates Ltd
66-68 Hills Road,
Cambridge
CB2 1LA
Any comments, concerns or complaints about the inspection or this report should be made to the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to The Registrar, The Office for Standards in Education, Alexandra House, 33 Kingsway, London, WC2B 6SE.
CROWN COPYRIGHT 1999
OFFICE FOR STANDARDS IN EDUCATION
This document may be freely reproduced in whole or in part, for non-commercial purposes, provided the source and date are acknowledged.

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