Feltham Hill Infant & Nursery School

A Message from Lord Pickles and Lord Blunkett, followed by Feltham Hill Infant & Nursery School's best practice article

The ability to listen and learn from one another has always been vital in parliament, in business and in most aspects of daily life. But at this particular moment in time, as national and global events continue to reiterate, it is uncommonly crucial that we forge new channels of communication and reinforce existing ones. The following article from Feltham Hill Infant & Nursery School is an attempt to do just that. We would welcome your thoughts on this or any other Parliamentary Review article.

Blunkett signature Rt Hon The Lord David Blunkett
Pickles signature Rt Hon The Lord Eric Pickles

www.fhi.hounslow.sch.uk

1FELTHAM HILL INFANT AND NURSERY SCHOOL |
BEST PRACTICE REPRESENTATIVE
Year 2 outside environment
Headteacher Angela White
and the strategy team
Feltham Hill Infant and Nursery School is a large, fully inclusive
school located in the west of the London Borough of
Hounslow. There are 440 pupils on roll with four forms
in reception and Key Stage 1 and three in the nursery. There
is also a centre which provides specialist support for children
with social communication difficulties and autism. Headteacher
Angela White tells
The Parliamentary Review
more.
We provide children with an exceptionally vibrant, creative curriculum. We
have revamped our teaching and learning philosophy and have improved from
a “requires improvement” Ofsted grade to an “outstanding” one in just over
three years. Feltham Hill has always been a popular school and first achieved
“outstanding” in March 2008. In 2013 we received a “requires improvement”
grade, by which time I was deputy headteacher and taught in year 2.
Following our “requires improvement” judgment, I became acting headteacher
and immediately identified two experienced middle leaders to join two of us on our
acting senior leadership team (SLT), all of whom had class responsibility too. The
morale of the staff, governors, and parents and carers was low, with most people
shocked by the judgment. I knew it was important to be honest about the issues
identified by Ofsted while reassuring our stakeholders that I had a vision to move
the school forward.
Requires improvement
From the outset, I knew it was important to develop stronger practice within the
early years foundation stage as it constituted half of the pupils in our school. I met
REPORT CARD
FELTHAM HILL INFANT AND
NURSERY SCHOOL
»Headteacher: Angela White
»Founded in 1973
»Based in Hounslow
»Type of school: Infant and
nursery
»No. of students: 443
»No. of staff: 61
Feltham Hill Infant
and Nursery School
THE PARLIAMENTARY REVIEW
Highlighting best practice
2| FELTHAM HILL INFANT AND NURSERY SCHOOL
with the EYFS team and together we
introduced the term “busy learning”
to describe children’s learning
throughplay.
The EYFS staff received training
and attended quality provision with
ourconsultant.
At the end of that first autumn term,
I attended a headteachers seminar on
EYFS provision.
Following the seminar, I planned
and led an inset day. I shared photos
from the seminar, wrote guidelines
on quality teaching and learning and
allocated the remainder of the day
for staff to organise effective learning
environments and displays.
Following our “requires improvement”
grade, we became a local authority
focus school. We participated
in a monitoring programme,
which included half-termly school
improvement meetings that I led with
the acting deputy headteacher. It was
an extremely challenging time as there
were many issues to be addressed, but
we were relentless about improving
the quality of teaching and learning for
our children.
I led training and wrote guidelines,
which were non-negotiable
expectations for teachers. We found
the most effective improvement came
from the SLT leading by example in
their classes. We also held regular
meetings with teachers to monitor
staff morale. In 2014, we had our
Section 8 inspection, which explained:
“You and the staff have adopted a
positive approach to tackling the issues
from the inspection. Staff say morale
is high; they are working better as a
team and sharing what works well for
the children.”
After the first two terms, I met with
the SLT to create our school motto
and vision. We wanted this to reflect
the practices we had introduced as
well as our ethos. We believed in the
development of the whole child and
providing them with skills for lifelong
learning. We wanted children to be
engaged in their learning and to be
able to explore a creative curriculum.
It was also important to celebrate the
school’s high attainment compared
to national standards. As such, we
created the motto LEARN – learn,
explore, achieve, respect and nurture.
Creative curriculum
To reflect the school’s ethos, we
developed a creative curriculum with
cross-curricular learning from EYFS to
Key Stage 1. It was further enhanced
by an enrichment timetable which
provided real experiences. In Key
Stage 1, the timetable was completely
revised, and classrooms reorganised
so there were no longer thirty chairs.
We wanted to end the practice of
children sitting passively learning from
theteacher.
I wrote guidelines and led training, so
teachers and support staff knew our
expectations. There had to be quality
inside busy learning areas across the
whole school as well as outside for
EYFS and year 1. Teachers had to
Role play busy learning
in EYFS
We believed in
the
development
of the whole
child and
providing
them with
skills for
lifelong
learning
3FELTHAM HILL INFANT AND NURSERY SCHOOL |
BEST PRACTICE REPRESENTATIVE
devise a weekly overview for their
class, which had to include daily class
sessions, weekly guided sessions and
opportunities for children to work
independently. This independent
learning could be recorded work or
busy learning in their environments so
that children could apply skills learnt.
We were clear that over a week
children must be taught reading,
writing and mathematics and that
most of the learning should be cross-
curricular. We expected teachers and
middle leaders to ensure coverage
of the national curriculum in Key
Stage 1 and the areas of learning and
development in EYFS.
During this period, the local authority
managed and led an expansive
building improvement programme
to allow us to expand to a four-
form entry school. The building
work was extensive and there were
many ongoing issues including our
reputation with the local community,
but I always prioritised school
improvement and quality teaching
andlearning.
Inducting experienced teachers proved
challenging for the SLT. We modelled
to our new staff and worked alongside
them to ensure they understood and
adhered to our school philosophy. An
acting assistant headteacher also led a
new specialist centre, which had been
agreed as part of the expansion.
Good to outstanding
I worked with two “good” schools
with experienced headteachers as part
of the Hounslow “Peer Challenge”
process. This was introduced so leaders
could review the quality of teaching,
learning and assessment across local
schools. Evidence from the review
determined whether the school’s
self-evaluation judgment was agreed.
In 2014 and 2015 our judgement of
“good” was agreed.
From September 2015, we judged
ourselves as “outstanding” in all areas
using the Ofsted framework. The
deputy headteacher and I had our local
authority exit meeting in October and
in November our SEF judgment was
agreed during peer challenge and in
December by the local authority.
In our 2016 Section 5 visit we achieved
“outstanding” in all areas. The report
included: “The new headteacher,
ably supported by senior colleagues
and governors, has relentlessly driven
through significant improvements
in all aspects of the school’s work.
As a result, this school is a centre of
excellence providing all of its pupils
with an outstanding education.”
Today, we continue to provide our
children with an exciting and unique
way of learning and have been visited
by many colleagues and leaders from
other schools around the country. I feel
proud to be the headteacher of our
school working alongside dedicated
and talented school leaders, teachers,
staff and governors, and once again
we have a positive reputation within
the local community.
We modelled
to our new
staff and
worked
alongside
them to
ensure they
understood
and adhered
to our school
philosophy
Applying reading and
writing skills in science

www.fhi.hounslow.sch.uk

This article was sponsored by Feltham Hill Infant & Nursery School. The Parliamentary Review is wholly funded by the representatives who write for it. The publication in which this article originally appeared contained the following foreword from Rt Hon Elizabeth Truss.

Rt Hon Elizabeth Truss's Foreword For The Parliamentary Review

By Rt Hon Elizabeth Truss

Even by the standards of the day –this has been one of the most exciting and unpredictable years in British politics.

The leadership election we’ve just seen marks a huge moment in our country’s history. This government is taking a decisive new direction, embracing the opportunities of Brexit and preparing our country to flourish outside the EU.

As international trade secretary, I’ll be driving forward work on the free trade agreements that are going to be a priority for the government. Free trade isn’t just an abstract concept bandied around by technocrats. It is crucial for a strong economy and for the ability of families to make ends meet. Free trade benefits people in every part of our country, as British firms export to new markets and people doing the weekly shop have access to a wider choice of goods at lower prices.

The essence of free trade is in the title: freedom. It’s about giving people the power to exchange their goods without heavy government taxation or interference. Commerce and free exchange are the engine room of prosperity and social mobility. I’m determined to tackle the forces who want to hold that back.

One of my priorities is agreeing an exciting new free trade deal with the US, building on the great relationship between our two countries and the Prime Minister and US President. But I’ll also be talking to other partners including New Zealand, Australia and fast-growing Asian markets.

And with the EU too, we want a friendly and constructive relationship, as constitutional equals, and as friends and partners in facing the challenges that lie ahead – a relationship based on a deep free trade agreement. Our country produces some of the world’s most successful exports, and the opportunity to bring these to the rest of the world should make us all excited about the future. It is this excitement, optimism and ambition which I believe will come to define this government.

For too long now, we have been told Britain isn’t big or important enough to survive outside the EU – that we have to accept a deal that reflects our reduced circumstances. I say that’s rubbish. With the right policies in place, we can be the most competitive, free-thinking, prosperous nation on Earth exporting to the world and leading in new developments like AI. To do that, we’ll give the brilliant next generation of entrepreneurs the tools they need to succeed. Since 2015, there has been a staggering 85 per cent rise in the number of businesses set up by 18 to 24 year olds – twice the level set up by the same age group in France and Germany. We’ll help them flourish by championing enterprise, cutting taxes and making regulation flexible and responsive to their needs.

As we do that, we’ll level up and unite all parts of the UK with great transport links, fibre broadband in every home and proper school funding, so everyone shares in our country’s success.

2019 has been the year of brewing economic and political revolution. 2020 will be the year when a revitalised Conservative government turbo charges the economy, boosts prospects for people across the country, and catapults Britain back to the forefront of the world stage.



Rt Hon Elizabeth Truss
Secretary of State for International Development