Pewley Down Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils describe their time here as 'joyful' and talk about how kind and helpful their classmates are. This positivity comes from pupils' commitment to the school's values, which are at the heart of the school's work. Staff are exceptionally ambitious for what pupils should learn and achieve.

The school is meticulous about removing any barriers to pupils' progress. As a result, pupils' standards of attainment are very high.

Throughout the school year, pupils take part in a bespoke programme of activities and experiences.

These 'Fluffy Fridays' provide pupils with enjoyable sporting and creative challenges. This helps them learn to cooperate and build their sel...f-esteem. The school makes sure that pupils with special educational needs and/or disabilities (SEND) access and benefit fully from this provision.

From the outset of children's time in early years, the school helps children to develop independence and confidence. Staff teach them about being patient and expressing their emotions. Clear routines and expectations help to ensure that children are attentive and inquisitive.

Pupils sustain their enthusiasm for learning across the school. As a result, the atmosphere in classrooms is focused and abuzz with learning.

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

Pupils learn to read with confidence and accuracy.

A significant proportion of pupils speak English as an additional language. In order to address the challenges this poses, leaders have tailored their approach to teaching reading. As well as giving pupils a firm grasp of phonics, the school makes it a priority to strengthen pupils' vocabulary and comprehension.

Targeted support for weaker readers is highly effective in helping them to catch up. This helps pupils become fluent and enthusiastic readers, as can be seen in the above-average proportion of pupils who met the expected standards in reading in 2023.

The curriculum in early years is highly aspirational.

It supports children to develop skills such as being 'dynamic designers' and 'proud performers'. In class, they then work to design and build their own musical instruments. Staff make the most of every opportunity to help children use their imagination.

They ask questions to deepen children's understanding and encourage them to write about their ideas. As a result, children make a very strong start to their formal education.

The programme for learning in key stage 1 is designed to extend pupils' knowledge and skills further.

For example, in physical education, pupils develop their ball skills across a sequence of games and activities. Teachers explain and demonstrate different throwing techniques. This ensures that pupils understand exactly what is expected of them.

In all subjects, staff are alert to any gaps or misconceptions in pupils' learning. Teachers make sure that they pick up on these such as revisiting difficult number problems in mathematics. Staff make subtle adaptations to enable all pupils to access the same learning.

This supports pupils with SEND to achieve exceptionally well.

Attendance is strong because leaders create such a positive culture about being at school. In some instances, pupils and families find attendance more challenging.

When this happens, the school works sensitively but firmly with them to overcome these issues. Pupils' conduct around school is exemplary. As a result, every moment is filled with exciting learning.

Pupils are taught about what it means to be a good friend and are proud to put this into practice around the school.

The school helps all pupils to develop resilience and enthusiasm in their learning. Pupils embrace 'struggle time' when they encounter difficult moments in lessons.

The programme of trips and activities is deliberately planned to expose them to new experiences. For example, as part of their learning about the Great Fire of London, pupils visit St Paul's Cathedral. This prompts them to think about its historical, cultural and spiritual significance.

Pupils' young age is no barrier to them taking on positions of responsibility in the school. House captains and 'eco-team' members are proud of the contribution they make to school life.

The culture of learning in the school extends to the staff as well.

Leaders provide effective professional development about how to deliver the curriculum. This ensures that standards in the classroom are as high as possible. Workload demands on staff are balanced carefully so that staff feel very well supported.

Leaders and governors have achieved this despite having to relocate the entire school mid-way through the academic year due to reinforced autoclaved aerated concrete (RAAC). Throughout this, leaders have ensured that they continue to focus on delivering the best possible education for pupils.

Safeguarding

The arrangements for safeguarding are effective.