Carrington Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this highly inclusive school. They spoke about the school's motto, 'Together we sparkle and shine', with enthusiasm. Pupils behave positively.

They are calm and polite towards each other and staff. Pupils uphold the school's values deeply, such as honesty and respect. They are very clear about how they can show kindness towards each other.

Pupils are keen to make everyone feel included. A typical pupil comment was, 'everyone is equal here'.

Pupils enjoy school and feel safe.

They know that they have trusted adults that they can turn to if they have any worries. Pupils learn about safety well. For example, in the Reception Year, child...ren learn to ride a bicycle and in Year 2 pupils take part in swimming lessons.

Pupils appreciate the range of opportunities on offer to them such as dance, art and music activities.

Staff have high expectations for what all pupils can achieve. Disadvantaged pupils, including pupils with special educational needs and/or disabilities (SEND), learn consistently well.

This is particularly strong in the school's specialist resource provision. Where necessary, staff adapt their delivery of the curriculum skilfully and use external specialists to help pupils overcome potential barriers to their learning. By the end of key stage 1, most pupils are secure in their reading, writing and mathematics learning.

They are well prepared for their next stage of education

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

The school has an ambitious curriculum. From the beginning of Reception Year, the school has identified the key knowledge and skills that it wants children to learn. Within lessons, teachers support pupils to build their learning systematically towards clear end points matched to the National Curriculum.

This ensures that pupils are well prepared for their next steps in learning.

In most subjects, staff training and professional development is effective. Staff are increasing their subject knowledge steadily.

In some subjects, staff use questioning and subject-specific language well to strengthen pupils' understanding. For example, in phonics and early reading staff use terms such as 'digraph' and 'trigraph' skilfully to help pupils strengthen their reading and spelling skills. However, some training has not yet had the impact the school intends.

Some subjects in the curriculum are not delivered as effectively. Some activity choices are not matched to what pupils need. At times, staff do not check pupils' understanding consistently.

As a result, some pupils do not build on their learning as effectively as they could.

Children in the early years learn well. The school prioritises children's personal, social and emotional development as well as their communication and language.

Children are highly focused and engage in activities confidently. They take turns, develop independence and demonstrate positive attitudes to their learning. The school makes effective use of its outdoor areas.

For example, a snack shop is used purposefully to help develop children's speaking and listening skills. By the end of early years, children are ready for Year 1 and beyond. In the school's specialist provision, 'ARP', pupils with SEND are expertly supported.

Pupils develop the confidence and skills that they need.

Reading is prioritised. The school's approach to phonics and early reading is robust and effective.

Children begin to learn phonics from the start of the Reception Year. Staff use their training adeptly. They check what pupils have learned systematically.

If any pupils fall behind, they receive timely interventions and catch up with their peers quickly. Books pupils use to help them learn to read are matched closely to the sounds that they know.

Pupils develop a love of books.

They enjoy ambitious stories that feature throughout the curriculum. Pupils read regularly. They relish visits to the local library and listening to visitors, parents and carers sharing stories each week.

Pupils grow to enjoy ambitious texts that that the school chooses for them deliberately and in carefully considered ways that promote ambition and celebrate positive role models in literature.

The school's strong personal, social and health education curriculum helps pupils to develop confidence and resilience. The 'Carrington Bear' mascot is used creatively to support pupils' learning about different emotions as well as other aspects of the curriculum.

Pupils have a range of opportunities to develop their talents and interests such as through dance, music and sports clubs. They learn about healthy and active lifestyles. Resources such as the school's outdoor running track help pupils to improve on their own performances and develop resilience.

Disadvantaged pupils, in particular, benefit from targeted extra-curricular events.

Pupils attend school regularly. The school analyses attendance information closely and acts quickly to work with pupils and families who may need additional help to attend consistently.

Attendance has increasingly improved over time.

Parents appreciate the commitment shown by the whole staff team. Governors support and challenge the school appropriately.

They know the school's unique characteristics, including areas that could be strengthened further. Staff feel incredibly well supported by the school in terms of their workload and well-being. Staff, pupils and parents are happy.

One parent summarised the thoughts of many others, saying, 'Staff do everything they can to make the school the best it can be for all children'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, staff training has not yet had the impact that the school intends.

Some activity choices do not help children learn the intended curriculum as effectively as possible. This means that a small proportion of children are not learning as well as they could. The school should ensure that the staff training is effective, and that the curriculum is implemented consistently well across all subjects so that pupils learn securely.

• At times, staff do not check what pupils know and can do effectively. This means that some pupils, in some subjects, do not understand securely before new learning is introduced. The school should ensure that staff identify and address pupils' errors and misconceptions to enable pupils to build their learning more effectively over time.

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