Eastfield Infant and Nursery School


Name Eastfield Infant and Nursery School
Website http://www.eastfieldschool.co.uk/
Ofsted Inspection Rating Good
Inspection Date 25 September 2019
Address Pig Lane, St Ives, Cambridgeshire, PE27 5QT
Phone Number 01480463958
Type Primary
Age Range 3-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 262 (54% boys 46% girls)
Number of Pupils per Teacher 19.6
Local Authority Cambridgeshire
Percentage Free School Meals 5.4%
Percentage English is Not First Language 30.9%

What is it like to attend this school?

Pupils enjoy school and are happy. They are well cared for by staff and encouraged to do their very best. Pupils are confident and are keen to talk about their school. They told us they enjoy school because the teachers ‘are nice and learning is fun’. Pupils are polite and considerate towards one another and adults.

Behaviour in lessons and around the school is good. The expectations of teachers encourage pupils to ‘own their own behaviour’. Teachers help them to make the right behaviour choices. Pupils proudly showed us the rewards they received for good behaviour and work. Pupils have positive attitudes towards their learning and disruption in lessons is rare. Teachers are quick to pick up pupils who are misbehaving. Teachers have high expectations of pupils. Pupils are taught ‘never to give up’ and to ‘try, try, try’.

Pupils told us they feel safe in school. Bullying is rare and, if it does happen, teachers deal with it quickly and effectively. Pupils enjoy taking part in the clubs provided by the school. Take up is high and clubs soon become full.

What does the school do well and what does it need to do better?

Leaders have created a caring school where pupils are known individually. Expectations are high. The changes made have led to a significant improvement in the quality of education.

Subject plans make it clear to teachers exactly what pupils need to be taught and in what order. They allow time for pupils to master the basics and then apply them to more-challenging tasks. This is done particularly well in mathematics, reading and computing. In these subjects, pupils do well.

Pupils’ work shows that in subjects such as geography, music and religious education (RE) they are not always given enough opportunities to practise what they have learned before they move on to the next topic. As a result, pupils’ knowledge in these subjects is not as strong.

Reading is a high priority from the start of the early years. Adults read to pupils daily to develop their love of books. Phonics (letters and the sounds they represent) is well taught; pupils quickly learn their letter sounds. Pupils read well as most staff match books to their reading ability.

Pupils with special educational needs and/or disabilities (SEND) are receiving good support. Teachers and teaching assistants adapt work so that pupils with SEND are able to make strong progress. The same approach is taken to support disadvantaged pupils so they achieve well.

Senior leaders check what is happening in the classroom and the quality of pupils’ work. They have a good understanding of strengths and what needs to be improved in different subjects.

Pupils study the full range of subjects that allows for pupils’ broader development, for example creative and sporting. Teachers make good use of visits to local places to enliven learning. Pupils often visit the library, museum and mosque. Pupils learn about other faiths and cultures. They enjoy the many clubs and activities open to them and participation is high. Leaders ensure that disadvantaged pupils have full access to these activities.

Children quickly settle into the early years as transition is carefully planned. Learning activities meet the children’s needs and interests. Children are challenged to try new things, for example tasting different fruit and vegetables as part of their healthy eating topic. Relationships are positive and staff support children’s learning and behaviour well. Children achieve well in Nursery and Reception. Children are well behaved and work and play cooperatively together.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained. Teachers know the pupils well and are quick to identify any signs that may suggest a child is at risk of harm. Staff follow the procedures for reporting concerns, however minor. The safeguarding team are quick to follow up concerns and take appropriate action. They work closely with the relevant agencies. Pupils are taught how to keep themselves safe in personal, social and health education lessons. Online safety is taught in computing lessons.

What does the school need to do to improve?

Although curriculum planning builds on previous learning, the quality is not consistent. Planning in geography, music and RE does not always provide enough opportunities for pupils to apply their learning to secure knowledge. Leaders need to make sure that all subject plans provide the opportunity for pupils to apply and deepen their knowledge. . Continue to train subject leaders so they are able to personalise the curriculum offered to pupils.