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The Federation of

Bursledon C of E (C) Infant & Bursledon (CA) Junior Schools

National Society Statutory Inspection of Anglican and Methodist Schools Report

Bursledon Church of England Voluntary Controlled Infant School

Long Lane



SO31 8BZ

Grade Description: Good

Diocese: Portsmouth and Winchester

Local Authority: Hampshire

Date of inspection: 8 February 2016

Date of last inspection: 2 February 2011

School’s unique reference number: 116277

Headteacher: Sian Smith

Inspector’s name and number: Julia Welford 576

School context

Bursledon Infant School is part of a federation arrangement with the junior school on the same

site, with one governing body. The junior school affiliated to the Dioceses of Winchester and

Portsmouth in March 2014 and the present shared headteacher has been in post for nearly a

year. All the leadership posts have been federated since the beginning of this academic year. The

majority of the 241 pupils are from a White British background. The number for whom the

school is entitled to pupil premium funding is above average. A Sure Start children’s centre

operates from the school site.

The distinctiveness and effectiveness of Bursledon Church of England Infant School

as a Church of England infant school are good

• Strong links between core Christian values and children’s learning and well-being put the

Christian ethos at the centre of the life of the school.

• The leadership and commitment of the executive headteacher has led to improved

standards, especially the attainment of vulnerable pupils.

• The strong links with St Leonards and St Pauls Churches impact positively on pupils and

promote the Christian character of the community.

Areas to improve

• Explore ways of developing daily collective worship so that it is inspirational for all who

attend and impacts on the lives of the pupils and the school community with robust

monitoring and evaluation by a variety of stakeholders.

• Construct and develop the planned external spiritual area and further develop the

reflection areas in classrooms to ensure all year groups find them stimulating, relevant

and engaging.

• Further enhance the planned curriculum and enhanced to promote spiritual, moral, social

and cultural opportunities that are made explicit for the pupils.

NS 03 2015 SIAMS Inspection School Report

The school, through its distinctive Christian character is good at meeting the needs

of all learners

The school is a warm and caring Christian community where all children are valued and treated

as unique individuals. The impact of a set of core Christian values, love, respect and aspire has

been central in creating a school community that provides a secure and stable environment for

children and their families. The three values of love, respect and aspire are used as an everyday

part of the language of the school and inform approaches to learning and dealing with

relationships. A recent pupil questionnaire shows that all pupils feel safe and want to be in

school because of the excellent care they receive; this means that attendance is good and

improving, contributing to the increasing rate of progress in the children’s achievement and the

steady rise in standards. As a result of the school’s Christian distinctiveness there is a strong and

effective focus on the needs of all individuals with particular emphasis on those in receipt of

pupil premium funding and other vulnerable pupils with barriers to learning. Parents appreciate

the nurture group and room and the morning group initiated to enable pupils feel settled and

ready to learn. The parent support worker and special needs coordinator work closely with

children and their families across the federation, ensuring identification and targeted support of

individual needs. There are strong and mutually supportive links between the school and parish

churches; as a result the children have a good understanding of Anglican tradition and practice.

Many families recognise and appreciate the part played by the church within school life. RE also

provides opportunities for children to encounter other faiths and beliefs such as Hinduism in

Year 2. The impact of this is seen in the positive way in which children speak of similarities and

differences when comparing aspects of a world faith with Christianity. Through the RE

programme, based on the locally agreed syllabus, children are aware that Christianity is at the

heart of the school values, but more emphasis could be placed on pupils’ personal responses to

the concepts they are learning about. Success is shared with parents through monthly

newsletters, website and weekly celebration worship.

The impact of collective worship on the school community is good

Collective worship is an important focus to every school day, bringing the school community

together. Worship is linked to one of the school values, Biblical stories and the teaching of

Jesus. The vicar assisted the compilation of the two-year cycle of worship themes and the close

partnership with the church team enriches the worship experience. A variety of people,

including clergy, are involved in leading Collective Worship and this helps to emphasise the

underpinning of the Christian foundation of the school. Pupils particularly enjoy the St Paul’s ‘7-

14’s Pastor’ leading worship as ‘He always makes it interesting and fun’. A foundation governor

leads the weekly “Come and Praise” worship and in this way core worship songs are established

both in school and church. Families recognise and appreciate the part played by the church

within school life. Many pupils attend a weekly after school church club and the monthly ‘Messy

Church’ services at St Pauls with their families. Parents are invited to join the services held in

church, particularly to celebrate festivals such as Easter and Christmas, and to attend

celebration worship in school when their child receives an award. A new special service for

Advent last year in the school grounds proved very popular with the school community, and will

be repeated. A sense of gathering for worship is introduced with a projected image of a

flickering flame and peaceful music. The lighting of a candle on the worship table at the start

helps to define worship as distinct. Each class brings a candle to the table on entering worship.

Most learners understand the purpose of prayer and pupils read aloud their own written

prayers that are received respectfully. The Lord’s Prayer is well known following an extended

series with the church team last year. Pupils’ awareness of the Christian concept of the Trinity is

developing; a pupil recognised a relationship between God, Jesus and the Holy Spirit. Monitoring

and evaluation of collective worship takes place but this is not yet occurring on a regular basis

or involving all stakeholders. This should also include a level of challenging, evaluative comment

that leads to strategic planning. At the time of the inspection, some adults and children describe

worship as assembly, although there is an understanding among staff of the difference between

NS 03 2015 SIAMS Inspection School Report

these terms.

The effectiveness of the leadership and management of the school as a church

school is outstanding

The core values underpin everything that is done in school and they are the foundation of the

school vision. The school has made good progress in embedding the values into children’s

learning and contributing substantially to their well-being. Leaders and governors recognise the

importance of the school’s Christian character in creating an ethos that supports effective

learning. The well-equipped Nurture/ELSA room, anti-bullying week, safe Internet use, pupils’

worry box and experienced staff ready to support each child, are examples of the support given

to pupils. There are reflection areas in each year group; however, it was not clear how

frequently these facilities were accessed. Leaders and governors monitor and evaluate the work

of the school ensuring that Church school issues are identified and addressed through school

improvement planning. The professional development of the staff, including the RE leader, is a

high priority and a well-devised coaching programme is in place as identified in coaching

portfolios. An effective working party of leaders and governors have overseen and guided the

development of RE and collective worship and these areas have improved with good potential

to improve further. Pupils have been involved in planning a prayer garden in the school grounds.

A new spiritual, moral, social and cultural policy is in place and more focused planning for this

should now be realised across the curriculum. The areas for development from the last

inspection have been addressed. Parents are highly supportive of the school, recognising that the

nurturing family atmosphere and school’s values have an impact on their children’s well-being,

highlighting recent support for families that have been bereaved. Charities such as Basics Bank

and ‘Christmas Jumper Day’ for Save the Children, support and impact on the Christian

character of the school. The school meets the statutory requirements for RE and collective worship.

SIAMS report February 2016 Bursledon CE VC Infant School, Bursledon, Hampshire SO31 8BZ