Rothwell Victoria Infant School Profile 2005

1. Rothwell Victoria Infant School Profile 2005

4. Ofsted’s view of our school OfSTED’s overall evaluation of the school in February 2005 was thus: “This is a good school where pupils achieve well and standards are above average. The school’s good care and support for pupils’ personal development mean that they leave for the juniors as mature, well adjusted pupils. The quality of teaching and learning is good, and as a result, pupils are very keen and eager learners. However there is too little teaching which is very good. The school is well led by the head teacher; overall leadership and management are satisfactory. The school offers good value for money.” The Inspection grades were as follows: The Overall Effectiveness of the School 3 How inclusive the school is 3 How the school’s effectiveness has changed since the last inspection 3 Value for money provided by the school 3 Overall standards achieved 3 Pupils’ achievement 3 Pupils attitudes, values, and other personal qualities 3 Attendance 4 Attitude 2 Behaviour, including the extent of exclusions 2 Pupils’, spiritual moral, social and cultural development 3 The quality of education provided by the school 3 The quality of teaching 3 How well pupils learn 3 The quality of assessment 4 How well the curriculum meets the pupils’ needs 3 Enrichment of the curriculum, including out of school activities 3 Accommodation and resources 3 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 4 How well the school seeks and acts on pupils’ views 4 The effectiveness of the school’s links with parents 3 The quality of the school’s links with the community 3 The school’s links with other schools and colleges 4 The leadership and management of the school 4 The governance of the school 4 The leadership of the head teacher 3 The leadership of other key staff 4 The effectiveness of management 4 The Inspectors made judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5);poor (6); very poor (7).

5. More Information Behaviour: Our philosophy is one of positive reinforcement of good or better behaviour. At Rothwell Victoria Infants the children are taught and are expected to: Be polite, kind, caring, respectful and considerate to children and adults. Play and work appropriately together, sharing, taking turns and co-operating where necessary. Discuss and accept the need for class and school rules. Think for themselves and show development in their ability to resolve simple problems and conflicts appropriately. Walk around the school buildings in a quiet calm way all the time. Take care of equipment and all resources. Bullying: We encourage the children to tell their teacher if they feel they are being bullied. It is unacceptable for a child to be hurt verbally or physically. The Head teacher keeps a record of any bullying incidents in a book in her Office. We inform parents of any known incidents of bullying. In the OfSTED report of February 2005 the Inspectors stated: “Teachers constantly stress the importance of good manners, and behaving sensibly quickly becomes a natural way of life for pupils. During lessons teachers consistently have high expectations of behaviour so that pupils know exactly what they should and should not do. Pupils from all ethnic groups get on very well and there are no racial incidents.” Sun Awareness The children are encouraged to bring sun hats (available for purchase from the school office) and sun cream in extremely hot weather. Sun cream is applied by the children; under the supervision of teachers, teaching assistants or dinner supervisors. The children are taught about sun awareness in their classes and assemblies. In very hot weather the children may spend some of their time indoors to avoid excess sun exposure between 11.00. and 15.00. Non Smoking Campus/Site As the school is a non smoking campus parents and visitors are asked not to smoke in school, on the playground, the school field or anywhere on the school site. Inclusion We have a policy on Enabling Pupil Participation. This encourages children to express their likes and dislikes and to have an input into target setting and Individual Education Plans. It also recognises the part that parents play in their child’s education and the contributions they make to decisions and plans for targeting progress. The school Accessibility Plan highlights the need for action to be taken to provide equality of accessibility for all. The constraints of the building are an important factor for consideration. Access to the school is possible by flat sloping surfaces as an alternative to steps. Inside there are steps near the main school office and onto the school playground. There is a Disabled toilet in the main school and the Nursery. Any future buildings or adaptations will comply with regulations to ensure access for all.