Merebrook Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Following a period of instability, there is a renewed sense of purpose across the school.

Inclusion is central to the school's values. This is evident, not least, in the frequent admission of pupils with complex needs from other schools. Leaders, with the support of governors, have worked successfully to improve the quality of teaching.

Consequently, pupils are achieving well. As a result of effective teaching, all groups of pupils, including those who are disadvantaged, make good progress. Pupils' progress in phonics is improving and leaders are, rightly, seeking to further increase pupils' confidence in reading unfamiliar words.
.../>Pupils enjoy learning because the curriculum appeals to them. They take pride in their work. Pupils have ample opportunities to use their literacy skills in a variety of subjects.

However, there are limited opportunities for them to apply their numeracy skills across the curriculum. Staff keep a close eye on pupils' progress and provide them with clear guidance on how they can improve. Children in the early years enjoy learning and make good headway due to the nurturing, engaging and challenging environment.

Pupils' personal development has a high priority. Pupils from a wide range of backgrounds learn and play together harmoniously. Pupils behave well during lessons and around the school.

They are friendly, polite, and welcoming. The support for pupils with social, emotional, and mental health difficulties is commendable, and extends to their families. Governors' improvement plans include a range of thoughtfully devised strategies.

The goals are appropriate but some do not include specific targets to enable leaders to evaluate the impact of the initiatives.

Information about this school

The school is smaller than the average infant school. Pupils come from a number of backgrounds.

Just under half are White British. The largest minority ethnic group, around 18%, is Black or Black British with the remainder from Asian and mixed backgrounds. The proportion of pupils speaking English as an additional language is considerably higher than average.

The proportion of pupils who have special educational needs and/or disabilities is broadly average. These needs relate mainly to speech, language and communication, social, emotional and mental health, and moderate learning difficulties. The proportion of disadvantaged pupils, for whom the school receives additional funding through the pupil premium, is broadly average.

The number of pupils joining or leaving the school outside the usual times is well above average. Children in the early years attend full time in one of two Reception classes. When the school was last inspected by Ofsted, it was judged to require improvement.

Until recently, the school received support from a national leader of education, brokered by the local authority. The privately run before-school and after-school care was not visited during the inspection. The school meets requirements on the publication of specified information on its website.

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