Grasslot Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school each day. They know that there are trusted adults who they can go to if they have a worry or a concern.

This helps them to feel happy and safe. Pupils look forward to taking part in exciting and engaging activities right from the moment that they join the school. For example, children in the early years enjoy creating pictures and making patterns from pebbles and shells found in the local area.

Children in the early years, including those who access the two-year-old provision, develop high levels of concentration and resilience. These learning behaviours are built on well by staff as pupils move into key stage 1. As a result, pupils are e...ager to learn and behave well.

The school places a high importance on developing pupils' academic success. Most pupils live up to the school's high aspirations for their learning. They typically achieve well.

Pupils relish the wide range of clubs and activities that are on offer, such as gardening, science and physical activity sessions. Pupils also enjoy participating in competitive sports such as wheelchair basketball and rugby. These activities nurture and develop pupils' talents and interests.

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

The school has considered carefully the needs of pupils and the local area in its curriculum design. In most subjects, the key subject content that pupils will learn is identified clearly. This content is well ordered from the beginning of the early years through to the end of Year 2.

However, in a few subjects, and in some areas of learning in the early years, the school has not made it clear what pupils should learn and when this should happen. This hampers teachers from designing learning that builds pupils' knowledge over time.

In most subjects, teachers deliver the curriculum using appropriate and well-chosen resources.

They explain new learning well. Staff typically check on what pupils know and remember. They use this information well to shape future lessons.

However, in some subjects, teachers are not as skilled in helping pupils to revisit their learning. As a result, some pupils develop gaps in their knowledge and struggle to recall the subject content that has taught previously.

The additional needs of pupils with special educational needs and/or disabilities (SEND) are quickly and accurately identified.

Staff adapt the delivery of the curriculum content so that pupils with SEND can learn alongside their peers. Overall, these pupils make secure progress through the curriculum from their starting points. They participate fully in school life.

Rich opportunities for reading are threaded through the school's curriculum. Children in the two-year-old provision and in the Nursery class enjoy joining in with songs, rhymes and poems. This prepares them well for learning phonics when they enter the Reception class.

Pupils practise reading using books that contain the sounds that they already know. Teachers receive regular training so that they have the expertise to deliver the phonics programme consistently well. Pupils who struggle to read are supported to catch up quickly.

This helps pupils to become successful and fluent readers.

Children in the two-year-old provision and across the early years, listen carefully to their teachers. Throughout the school, pupils are polite and considerate and behave well.

The school works effectively to support any pupils and their families who struggle with attendance issues. Attendance rates are high for most pupils.

The school provides pupils with many opportunities to develop into well-rounded, responsible citizens who are ready for the next stage of their education.

For example, pupils benefit from well-thought-out trips, visits and visitors. Pupils attend events to celebrate the work of local artists. They also take part in Remembrance Day services to commemorate fallen soldiers from the Second World War.

Pupils enjoy their leadership roles in school, such as working as playground buddies and school councillors.

Members of the governing body are dedicated and ambitious for the pupils. They have the necessary skills and training to challenge and support the school in equal measure.

They work effectively with the school to bring about continuous improvement. Staff morale is high. They are proud to work at the school.

They know that the school and governors consider their well-being when making decisions. For example, the recent changes to the phonics programme have helped staff to manage their workload well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, and in some areas of learning in the early years, the school has not identified the specific knowledge that it wants pupils to acquire. This makes it difficult for teachers to design learning that helps children and pupils to build on their prior learning effectively. The school should identify the key knowledge that pupils should learn so that they progress well in these subjects from the early years through to the end of Year 2.

• In some subjects, pupils do not have enough opportunity to revisit their previous learning. This means that they struggle to remember what has been taught. The school should ensure that pupils are helped to remember their learning so that they can build on what they know as they move through the curriculum.