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This is a good school. Strong leadership from the headteacher, senior leaders and governors has brought about significant improvements in teaching and pupils' achievement. Good teaching has ensured that all groups of pupils make good progress.
Standards have improved and are now average and rising in reading, writing and mathematics. Pupils' attitudes to their learning are very positive and they are keen to do well. Pupils feel safe in school and enjoy attending because there is an interesting range of activities.
Attendance has improved. Parents, carers, staff and pupils all agree that behaviour in classrooms and around the school is good. Educational visits ...and visitors contribute well to pupils' spiritual, moral, social and cultural development.
Governors are well informed and support the school well. They hold leaders to account for the progress pupils make. The school links well with partnership schools and the community.
It is not yet an outstanding school because: Teachers do not always set the more-able pupils sufficiently challenging work. Teachers' marking is not as helpful across all subjects as it is in English. Teachers' comments do not always ensure pupils understand what they need to do to improve their work.
Teachers do not always check how well pupils have acted upon their marking. The presentation of work and handwriting are sometimes too untidy. Subject leaders' skills in improving the quality of teaching across the school are not yet fully developed.
Information about this school
Hazelwood Infant School is larger than the average-sized infant school. It is federated with Hazelwood Junior School occupying the same site. The proportion of pupils from minority ethnic backgrounds is well above average.
Twice the national average proportion of pupils speak English as an additional language. The proportion of pupils eligible for the pupil premium, the additional funding for pupils known to be eligible for free school meals and children looked after by the local authority, is below average. The proportion of disabled pupils and those with special educational needs supported through school action is below average, as is the proportion of pupils who are supported at school action plus or with a statement of special educational needs.
Since the previous inspection there have been significant changes in staff including the appointment of a new headteacher. The senior leadership team, consisting of the headteacher, deputy headteacher and three assistant headteachers, works across both the infant and junior schools. The deputy headteacher, assistant headteachers and whole-school subject leaders took up their posts in September 2013.
