Loddon Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

This is a small school that sits at the heart of its community. One pupil echoed the views of many when they said, 'Everyone is kind and you can make friends easily.'

Pupils are happy. Children in the Nursery settle quickly.

Pupils enjoy a broad curriculum.

Pupils revisit prior learning through meaningful links across subjects. The school adapts the curriculum to meet the needs of all pupils with special educational needs and/or disabilities (SEND). The school is aspirational for what pupils can achieve.

In response, pupils work hard and are successful.

Pupils feel safe in school and know there are adults who they can go to for help with is...sues in and out of school. Pupils behave well.

They show consideration and respect for one another. They value and appreciate the care and support of staff. When there is a problem, pupils say that the school quickly sorts it out.

Pupils have many opportunities to explore and learn from first-hand experiences. The outdoor provision and 'Wellie Wednesdays' provide pupils with the opportunity to practise and apply their learning in different ways. They learn to take risks.

Pupils care for the environment. There is an active school 'eco-squad'.

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

The school has created a well-ordered curriculum that builds learning coherently over time.

Subject leaders are knowledgeable and passionate about their subjects. While some subjects have undergone recent development, other subjects are not as far through this process. In these subjects, the school has not yet determined the best way to teach the curriculum's ambitious content so that pupils remember the important knowledge.

The school has a consistent approach to teaching phonics. Pupils thrive because of the consistent routines and high expectations. They stay motivated and focused.

The school quickly identifies pupils who fall behind with reading. The school ensures they get the support they need to develop their reading fluency and catch up. There is a focus across all areas of the curriculum on developing pupils' language and vocabulary.

Pupils enjoy reading and talking about the books they have read. The school chooses the books pupils read carefully to give them a rich menu of texts before they leave school.

The school regularly reviews the curriculum to ensure it meets the needs of all pupils.

For example, the school has recently introduced changes in the ambition and resourcing of the computing curriculum and increased opportunities for scientific enquiry in the science curriculum. As a result, pupils now gain more experience in applying their knowledge in practical situations. Teachers regularly check what pupils know.

However, at times, they do not identify pupils' misconceptions quickly enough. This means some pupils continue to make the same mistakes and there are gaps in their understanding.

The school works closely with parents and carers to identify and support pupils with SEND.

Appropriate adaptations are made to the curriculum. Regular opportunities for pupils to practise and apply knowledge and targeted support allow all pupils to develop independence and confidence and make progress in meeting ambitious targets.

In both Nursery and Reception, the curriculum exposes children to a wide range of vocabulary.

Activities provide opportunities for children to practise and develop their communication skills, for example using the water tray to link 'more' and 'less' and using measuring activities to compare 'bigger' and 'smaller'. The indoor and outdoor learning spaces let children learn and explore through structured play. Adults support pupils to learn to interact, manage their emotions and explore across all areas of learning.

Children are well prepared for Year 1.

Pupils are thoughtful and care about each other and their school. Staff positively reinforce expectations, recognising when pupils are doing the right thing.

Pupils' regular attendance is a priority. In recent years, some pupils have been absent too often. Attendance is improving because of the revised approach adopted by the school.

The school works closely with parents to understand the barriers to their child's attendance. Parents value the care, individual attention and support their children receive.

Pupils are encouraged to value difference and to show respect when others believe different things.

There are moments of awe and wonder, for example when a puppet emerges from a cupboard in Nursery. Links with the local community and a range of educational trips enhance the taught curriculum. Pupils can explain how the school teaches them to stay safe and be healthy.

Pupil and staff well-being is a priority. In this small school, staff have many roles and responsibilities. The school considers staff workload when making changes.

Staff appreciate the support and training they receive. They enjoy working at the school.

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 areas of the curriculum, the school has not determined how to teach the content of the curriculum so that pupils retain the important knowledge. This means that in some subjects, pupils do not develop a secure understanding of important knowledge and so do not achieve as well as they could. The school should ensure that the curriculum is implemented effectively in all subjects so that pupils remember the important content and knowledge intended.

• At times, teachers do not identify pupils' misconceptions quickly enough. This means that some pupils make repeated mistakes that can hinder their future learning. The school needs to ensure that teachers check that pupils have securely learned new content so that misconceptions are addressed quickly and pupils can achieve the ambitions of the curriculum.

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