Introduction
The inspection was carried out by an Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the pupils' achievement and progress, especially boys' writing, pupils' personal development and well-being, the effectiveness of the school's curriculum and the impact of changes in the Foundation Stage. In addition, evidence was gathered from discussions and school documentation to evaluate the quality of teaching and learning and leadership and management. Other aspects of the school's work were not investigated in detail, but the inspection found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have been included in this report.
Description of the school
This average size infant school has strong links with the Parish Church. It has a history of being oversubscribed. The majority of the pupils are White British and this is reflected in the community that the school serves. Children starting school generally have skills that are in line with, or above, those expected for their age. The proportion of pupils with learning difficulties and/or disabilities is broadly average. There are four pupils in the school with statements of specific special needs. The school holds the Activemark 2007, the Healthy Schools Award 2006 and Investors in People 2004.
| Grade 1 | Outstanding |
|---|---|
| Grade 2 | Good |
| Grade 3 | Satisfactory |
| Grade 4 | Inadequate |
Overall effectiveness of the school
Grade: 1
Reigate Parish is an outstanding school. From within all of the exceptional aspects of the school, perhaps the one that shines out most is the high level of enjoyment of all pupils. The inspirational Act of Worship at the beginning of the day, during which pupils sang exceptionally well and wished that everyone should be happy and have fun, reflected the Christian ethos of the school and set the tone for the rest of the day. As one parent observed, 'My daughter can't wait to get to school each day - really skips in. What she doesn't realise is just how much she is learning.'
The outstanding headteacher, with the excellent teamwork of the staff, has established an ethos in which pupils feel safe, valued and confident enough to contribute wholeheartedly to the school community. Pupils know they have an influence through the school council and speak with enthusiasm about the changes the school has made in response to their suggestions. The care and support for pupils is excellent. As a result, their behaviour and attitudes to work are exemplary. They respond very positively, and throughout the school relationships between staff and pupils are excellent. Their spiritual, moral, social and cultural development are outstanding.
When children start school, their skills and understanding are generally in line with, or just above, those expected for their age. By the time they enter Year 1, they have made excellent progress and achieved very well and standards are well above those expected for children of their age. National assessments for pupils at the end of Year 2 show that standards have been consistently high in the last five years. In 2007, the proportion of pupils who reached the expected levels in writing, reading and mathematics was again very high. The proportions achieving the higher Level 3 in reading and mathematics was exceptionally high, as they seem likely to be again in 2008. The school's appropriate focus on boy's writing has enabled them to make even better progress and there is now no difference in the standards they reach. Pupils, whatever their ability, achieve outstandingly, and are well on course to meet their challenging targets.
Teaching throughout the school is never less than good, and, usually outstanding. Observations and assessments by teachers of what the pupils know and can do are used exceptionally well. Teachers take great care to match their work to the needs of pupils. Pupils have good, individual, learning targets. The regular meetings in which all staff discuss their planning, the progress of individual children and their interests and advancement, are painstaking and incisive. The very experienced teaching assistants provide excellent support. Although there are concerns from a very small minority of parents, pupils with learning difficulties and/or disabilities make excellent progress. The attention paid to those pupils with well-identified specific needs, such as those on the autistic spectrum, is carefully tracked and modified to ensure that pupils not only get the individual support they need, but also relate effectively with their class-mates to keep up with their peer group. One parent wrote, 'Our child has 'special needs'. The school has been very helpful and pro-active in trying to work out how to best meet our child's needs'.
The school provides a rich and exciting curriculum, which is enhanced by an excellent range of visits to places of interest, as well as visitors who come to the school. The pupils spoke excitedly of their recent 'Arts Week', and were especially proud of their tie-dye 'T' shirts and their colourful totem poles. Staff are eager to build on this outstanding curriculum provision. One of the teaching staff, alongside the eadteacher, has taken the responsibility for a research project concerned with 'Learning to Learn'. The ways in which staff and pupils have focused on what makes a good learner, become convinced that 'I can do it' and display attitudes that are even more positive, are exciting. In an outstanding lesson about the 'Great Fire of London' all of these elements were evident as the pupils absorbed the information and used their literacy skills to best effect. It is now the intention of the school to roll out these additional cross-curricular enhancements to all classes.
The headteacher is given excellent support by a very able deputy and dedicated staff. Together they have a very clear view of the school's strengths and weaknesses through their rigorous monitoring and evaluation. They are not complacent and are relentless in striving for improvement. Governors are committed and knowledgeable and offer a good balance of support and challenge to school leaders. They have been very successful in managing their resources imaginatively in order to maintain the high quality of education. Issues from the last inspection have been addressed very well and exceptionally high standards have been maintained. Together with the drive and determination of all associated with Reigate Parish, this indicates that the school is in an outstanding position to improve even further.
Effectiveness of the Foundation Stage
Grade: 1
Their have been several, recent, staff changes in the Foundation Stage. However, as one parent wrote, 'Really happy with the school despite the fact that we have had several different teachers in our class. My son loves school and is really happy, which I feel is the most important thing for a 5 year old'. These and many other parents' comments, mirror the inspection judgements about the excellent provision in the Foundation Stage, where the staff plan enjoyable and challenging activities for the children. Careful planning gives the children a real sense of determining their own way forward, and guarantees their full involvement in all activities. Adults have high expectations, provide very clear routines and enable children to build strong, positive relationships. The rooms are stimulating and resources are used well. A very calm and purposeful atmosphere is created where the children make excellent progress. Staff know the children very well. They make a careful note of all responses and feedback. The information collected about children is used particularly well to ensure that the less able settle well. The excellent outside areas are used exceptionally well and provide the same exciting level of challenge and stimulation, especially for the more capable children.
What the school should do to improve further
Although there are no major issues for improvement, the inspector agrees with the school that it should:
- implement the cross-curricular initiatives.