The Provider:

Devonshire Infant School, Sandwell

Devonshire Infants  is an Infant only school but is bigger than other primary schools with 350 pupils on roll. School enjoys extensive grounds as it is on the site of an ex-High School, which was refurbished ten years ago. It serves an area of high social and economic disadvantage and attainment on entry is well-below average. There is above-average numbers of SEN, free school meals and English as an additional language. There is a large Foundation Stage Unit which caters for 90 Reception children and 45 full-time equivalent Nursery pupils. There are 3 classes in each year group in KS1.

Summary:

The school serves the community of Smethwick in the St. Paul’s ward, which is an area of high social and economic disadvantage. Pupils have below-average attainment on entry, children have very limited pre-school experiences and 83% of pupils are from minority ethnic groups.  Around 50% do not speak fluent English on entry  and need stimulation and motivation for the learning process to begin.

Each room (including the outdoor environment) is now designated as an area of learning linked to the Foundation Stage curriculum. This includes a specific role-play area to enhance speaking and listening opportunities.

The Aim:

 School is proud of the Early Years environment and all staff are committed to constantly seek ways to improve and develop the learning opportunities for our pupils.

They work together successfully as an effective team. School was nominated by the Local Authority as an ‘Excellence in Sandwell‘ school and is regularly visited by other F.S. practitioners to look at resources, organisation and environment. School‘s effective practice was highlighted during a LA Early Years Review together with the School‘s Improvement Adviser. It was also commended by HMI during an inspection with a focus on PSHE.

What do you see in the school?

• Parents gave information about successful transition.
• Children were able to speak about their experiences in the Early Years.
• They demonstrated that the policy for the Foundation Stage had impacted on their learning.
• Timetable working across themed rooms.
• Tour of facilities gave clear evidence of good resources.
• Environment was stimulating and safe.
• Appropriate use of learning assistants.
• Evidence of good learning outcomes.
• All teachers and learning support staff demonstrated by their interactions with the pupils and by the activities undertaken a good awareness of the needs of the pupils.
• Foundation Stage co-ordinator is a member of SMT. This gives standing to the importance of the Foundation Stage.
• Funding has obviously been specifically directed to enable high staffing levels, and to ensure a high quality environment and excellent resources. 
• Successful use of curriculum rooms enables specific subject monitoring to be undertaken.
• Evidence of support from LA and how they use the school as an example of good practice.
• Parents Workshops to enable them to become partners in their children‘s learning.
• Engagement of parents in day to day activities.
• Parents welcomed into school.
• Trainee teachers are welcomed into school.
• Paired teaching with other schools

What difference does it make?

• A calm but busy learning environment demonstrated throughout Early Years.
• Pupils very confident and on task.
• Pupils able to communicate easily.
• Theme Room enables role play to be led by children.
• Improving standards.
• Excellence in Sandwell award. Standards of achievement are improving.

From where is evidence collected to prove the Leading Aspect?

• All rooms well resourced.
• Articulate children able to explain the themed approach and how they enjoyed it.
• Budget & resources information
• CPD files
• Curriculum planning, timetables and rotas
• Early Years timetable shows how themed approach works for children.
• Evidence given of parental involvement.
• Excellent pupil : adult ratio
• Foundation Stage co-ordinators file and policy
• Governor visit minutes
• Headteacher gave evidence of networking with other local schools. Shared teaching weeks
• Headteacher told us about joint science week undertaken with other schools
• LA Excellence Award
• Minutes of Curriculum & H&S Committee meetings
• One parent started as a volunteerand is now employed by the school.
• Open Week information
• Parent governor, involved with the school on a regular basis. 
• Parents able to explain about transition activities.
• Parents able to talk positively about the school‘s impact on their children.
• Planning evident and on display in all classrooms.
• Planning, IEP’s, daily assessments
• School council representatives able to articulate clearly what the Foundation Stage had meant to them, particularly the Theme Room.
• School Development Plans
• Staff structure, job descriptions, team meetings.
• Teamwork. Teachers and support staff meet regularly to determine aspects of future planning.
• Timetable of weekly activities explained by the Foundation Stage manager.
• Trainee teachers teaching and being supported.
• Transition policy
• Ofsted Report (2007) stated, “This is a good school with some outstanding features. A good, stimulating and imaginative curriculum for Foundation Stage pupils helps them to achieve well and get off to a good start.”

The Verifiers Comment

The school is proud of the Early Years environment and all staff are committed to constantly seek ways to improve and develop the learning opportunities for its pupils. They work together successfully as an effective team. Each room, including the outdoor environment, is designated as an area of learning linked to the Foundation Stage curriculum. This includes a specific role-play area to enhance speaking and listening opportunities. This has given all pupils an enhanced learning experience offering both challenge and enjoyment. The curriculum has had an impact on raising standards of achievement, improved behaviour and attendance