Donnington Wood Infant School and Nursery Centre

Highlights from Latest Inspection

What is it like to attend this school?

There is a real sense of family at this welcoming and inclusive school. Leaders have ensured that pupils and staff are 'learning, caring and preparing' together.

Leaders have high expectations of pupils' behaviour. Pupils behave very well. Classrooms are calm and orderly.

Pupils do not disrupt the learning of others. They play happily together and care for each other at playtime. Pupils know that adults will look after them.

They trust staff to deal with any worries they might put in the 'wishes and worries well'. As a result, pupils feel safe at school.

Leaders want all pupils to do well in readiness for junior school.

Pupils achieve well. ...Even the youngest children listen carefully and pay attention. Pupils learn how to treat others with respect.

Pupils are welcoming and know that it is good to be different. Pupils say they 'feel like a big learning team'.

Pupils enjoy a range of trips, such as to the seaside, places of worship and museums.

These trips give pupils a real-life experience of the topics they learn about in the classroom. Pupils can develop talents and interests through various clubs, including gardening, sports and gaming.

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

Leaders have developed a detailed, ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND).

They have thought about what they want Donnington Wood pupils to learn by the time they leave the school. Leaders have sequenced learning so that pupils build knowledge over time. For example, in geography, the youngest children in Nursery learn that it is a different temperature inside to outside.

They understand that they need to wear more clothes to go outside. Three-year olds build on this by learning about different seasons. In Year 1, pupils then learn about seasonal weather in Telford and Britain.

Year 2 pupils go on to discover facts about the climate in different parts of the world.

Teachers present information clearly. Staff are skilled at reminding pupils what they have learned previously and how this links to current learning.

In the early years, children get off to a good start. Staff choose activities carefully, ensuring that children successfully build their skills and independence. Across the school, adults encourage pupils to develop language by taking every opportunity to use important words from the curriculum.

Pupils enjoy talking about their learning.

During lessons, staff regularly check to make sure that pupils have understood before moving on to the next step. The initial pieces of work at the start of a topic help teachers to identify gaps in pupils' knowledge.

This helps teachers to adapt learning when needed. The final pieces enable staff to see how much pupils have learned at the end of a topic. Leaders use this information to make sure that the curriculum is helping pupils remember important information.

Staff know the pupils well. Leaders identify pupils' additional needs quickly. Staff receive useful training to provide effective support for pupils with SEND.

These pupils make good progress, learning alongside their peers.

Leaders have made reading a priority. Staff read carefully chosen books enthusiastically to pupils every day.

Most pupils learn to read accurately and fluently. Children in Nursery begin to appreciate sounds through songs and rhymes. In Reception, children build on this strong start, quickly grasping the sounds that letters represent.

However, some pupils who struggle to read need more precise help and support. The reading books they take home do not always match the sounds they know. These pupils do not always catch up with their peers as quickly as they should.

Leaders provide a rich personal development curriculum. Pupils learn about important issues, such as relationships, equality and mental health. Pastoral support in the Rainbow room is very effective in helping pupils to manage their emotions.

Leaders have put a lot of thought into how pupils develop independence. For example, they have mapped out their expectations for pupils' dining skills from the two-year olds to pupils in Year 2. There are displays in the dining hall to explain this so that all lunchtime staff have the same expectations.

As a result, pupils learn to be independent when eating.

Parents and carers are overwhelmingly positive about the school. They trust school staff to nurture their children.

Following the COVID-19 pandemic, leaders are now reintroducing more opportunities for parents to be more involved in the school, such as helping in the 'Rainbow garden'. Leaders recognise that there is more to do so that parents can be more involved in their children's learning.

Governors are committed to their roles.

They have high expectations of leaders and hold them to account diligently. Staff are proud to work at the school and say that leaders support their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a robust culture of safeguarding. They diligently keep records of concerns. Staff receive training and updates.

They are alert to the signs of risk in pupils. Adults report any concerns about pupils swiftly. Leaders work well with external agencies.

They are relentless in their efforts to secure the help pupils need. Pastoral leaders provide valuable support for pupils and families.

Pupils learn about how to keep themselves safe in a range of situations, including online.

Some pupils act as 'Staying Safe Superstars', who help to promote the importance of safeguarding to other pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders should provide more opportunities for parents to become involved with their children's learning, including ways that parents can support their child's reading at home. Leaders should continue to strengthen relationships between home and school and provide effective opportunities for parents to engage with their child's learning.

• For a small number of pupils, the books they read are not always well matched to the sounds they are learning. This limits pupils' ability to practise the sounds they are learning and develop their reading fluency. Leaders should ensure that the books pupils read and take home are well matched to the sounds they are learning so that those who struggle to read are supported to catch up.