Pickhurst Infant Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly place, where pupils love coming to school and staff take immense pride being a part of it. Leaders aim for excellence for all pupils through a well-organised and exciting curriculum.

Pupils achieve exceptionally well. They are very proud of what they learn and talk about it with enthusiasm.

The learning environment is attractive and stimulating.

Teachers use the stunning school grounds creatively to support interesting learning experiences. Pupils learn how to communicate well because of the focus placed on teaching high-quality vocabulary.

The school is calm, and staff manage pupils' excellent behaviour consistently well.

...>Pupils are polite and respectful. Staff keep pupils safe. Pupils feel confident to talk about their feelings and share their worries with adults.

They understand what bullying is and explain this as 'someone who keeps on being unkind'.

Leaders work hard to develop pupils' character. Pupils learn about diversity.

They speak with confidence about differences and similarities. Pupils recognise that everyone is different, unique, and 'special'.

Many parents are accurate in their view that staff provide a caring, safe environment that also challenges each child to do their very best.

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

The trust works closely with leaders. Together, they use careful curriculum thinking to set clear end goals for all subjects and year groups. Subject leaders are knowledgeable.

They organise subjects into what pupils need to know and remember. Teachers deliver inspiring and high-quality learning experiences. In Reception, all areas of the early years learning are available for children to use every day.

Leaders have extended this approach to Years 1 and 2 to help pupils learn any lost knowledge due to the impact of COVID-19.

Staff routinely check what pupils know and can do across the curriculum. They use different techniques to address what pupils may not understand.

They support pupils to keep up or catch up in reading and other subjects. By the time pupils leave Year 2, they are ready for moving on to the next phase in their education.

Staff are nurturing and accommodating of pupils' individual needs.

Teachers make sure that pupils with special educational needs and/or disabilities (SEND) get the best possible opportunities to succeed. Staff produce detailed support plans, in partnership with parents and external organisations. They work skilfully in giving pupils clear steps to help them to learn.

Pupils with SEND are highly motivated and work hard to reach ambitious targets. They achieve well from their starting points.

Leaders prioritise reading across the curriculum.

Children begin to learn phonics when they start Reception. The approach to teaching phonics is consistent. Teachers use books that match the sounds pupils learn.

Adults use repetition and rhymes well to help pupils understand how to say and use sounds accurately. In Reception, children remember sounds they learn and give examples of how they use them. By the time pupils leave Year 2, they are confident in knowing complex sounds and reading 'tricky' words.

Teachers enjoy reading high-quality books in story time. They read books promoting diversity and equality. This helps pupils learn about themselves and people from other cultures, for example books that celebrate women in science, and that explore the texture of people's hair from different cultures.

Mathematics is taught exceptionally well. Teachers teach pupils to build their knowledge of mathematical concepts very securely. They provide high quality resources that pupils use when solving problems.

They teach pupils different ways of doing calculations in a logical way. Children in Reception enjoy exploring number through a range of practical activities. They show confidence in knowing and remembering number bonds to 10.

Pupils show keen interest and concentration during lessons. They behave exceptionally well because adults teach them how to be respectful and kind to others. Pupils appreciate the way staff celebrate their achievements.

They know what the school values mean and show them in how they behave, learn, and treat others.

Leaders are responsive to pupils' interests and needs. They provide opportunities to develop their skills and talents in becoming confident learners.

These includes trips, visits, and clubs such as choir and ju-jitsu.

Leaders are aware of the strengths of the school and have a clear vision for what they need to focus on next. They manage change well and sensitively.

They place strong emphasis on the well-being of pupils, staff, and parents. Staff say that leaders, 'actively encourage a good work-life balance and focus on what is essential'. They feel valued and part of the constant review of all that they do.

Safeguarding

The arrangements for safeguarding are effective.

Those responsible for governance fulfil their statutory duties skilfully. They have well-defined roles and meet with staff often, so they know what is happening in school.

They check the single central record, staff training records and routines, to ensure staff are vigilant.

The trust and committee members work with leaders to maintain oversight of safeguarding through the curriculum. They check that staff plan and deliver opportunities to teach children how to build healthy relationships and to stay safe online.

Systems and procedures are robust. Staff record concerns clearly and take swift action where necessary. Pupils, parents and staff agree this is a safe school for all.

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