Mead Road Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are very proud to be part of the Mead Road family. School life is underpinned by the school's core values of determination, pride and curiosity. Staff use every opportunity to promote and celebrate pupils demonstrating these values.

There are high expectations of what pupils can achieve. Leaders have established a culture for learning that is understood and followed by all. The mantra 'every second counts at Mead Road' ensures a sharp focus on learning.

Pupils take their learning seriously and are fully engaged in lessons. They achieve well across the curriculum.

Pupils' behaviour is exemplary.

The well-embedded '6 routines' ensure t...hat pupils know and understand what is expected of them. For example, the 'legendary lines' routine results in movement around the school being calm and orderly. Pupils take ownership and responsibility for doing the right thing, because it is the right thing to do.

Pupils' personal development threads through every aspect of the school's provision. Alongside the academic focus, leaders have developed the 'This is Me' curriculum. This focuses on developing the whole child.

Pupils have opportunities for roles of responsibility, such as being a librarian or a playground pal. They can be part of the school council or eco-council. Pupils can also take part in a wide range of extra-curricular clubs.

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

Children get off to a strong start in the early years. The engaging and stimulating environment maximises learning opportunities for children. Every opportunity is used to promote children's language and communication.

Clear routines and expectations help the children settle quickly. They are well prepared for the next stage of their education.

Teaching pupils to read, and developing a love for reading, is a priority here.

Their reading journey begins as soon as pupils start school. Well-trained staff deliver high-quality daily phonics sessions. Pupils have lots of opportunities to practise and use the sounds they know to read words.

The books they read are closely matched to the sounds that they know. Regular checks take place on what pupils know. This information is used to provide extra support for any pupil who is falling behind.

Pupils benefit from and enjoy daily story time sessions. The school's library bus provides opportunities for pupils to immerse themselves in a book. Weekly 'secret reader' assemblies promote reading a wide range of different texts and stories.

The school's curriculum is ambitious and has been carefully chosen. The curriculum is mapped out across all subjects, with clear end goals. Teachers have secure subject knowledge.

The knowledge and skills that pupils need to learn have been identified. However, for some of the wider curriculum subjects, these are not as clear as they need to be. As a result, sometimes, in these lessons, the focus on the knowledge and skills pupils need to learn is not as strong.

In turn, pupils are remembering the activities they have completed rather than the core learning.

In the core subjects, such as mathematics and reading, teachers regularly check what pupils know and can do. This helps them to identify any gaps in learning and address misconceptions.

Leaders have identified that this is not in place across the wider curriculum with the same precision. This means that teachers are not able to use pupils' starting points as effectively in lessons or check that they are remembering the core learning that has been identified.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Pupils' needs are quickly identified, and additional support is put in place. Staff receive regular training to be able to meet pupils needs, for example through resources provided and adult support. Pupils with SEND are fully included in all aspects of school life and they learn alongside their peers.

Pupils enjoy school, and this is reflected in their high attendance. Pupils' character development is explicitly taught through the 'This is Me' curriculum. This contributes to their very positive attitudes to learning and behaviour.

Assemblies teach and model to pupils, for example, how to meet and greet people and how to disagree politely. Pupils learn how to identify and manage different emotions. Regular 'well-being Wednesdays' provide opportunities for pupils to learn how to keep mentally healthy.

Pupils learn that everyone is different and that everyone should be treated with respect.

The trust and governing body provide effective support and challenge to school leaders. Leaders have been bringing about improvements in a sharp and focused way.

Staff value the wealth of opportunities provided by the trust for their professional development, which is a high priority. Staff feel well supported by leaders and appreciate the efforts made to manage their workload.

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 foundation subjects, the precise knowledge and skills and the checks that teachers make on pupils' learning are not yet fully established. This means that sometimes lessons do not have a sharp focus on the knowledge and skills pupils need to learn, and teachers are not able to effectively use assessment information to identify gaps in their knowledge and understanding. The work that has already begun to address this needs to be fully implemented and established across the curriculum.