The Gattons Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning at this happy and caring school. They discuss their work excitedly and are proud of their achievements.

Teachers have high expectations and pupils work hard to meet them. They listen to teachers attentively and concentrate deeply on their work. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well in most subjects.

Pupils behave well. They are kind and considerate to all. Pupils play with each other joyfully.

They share equipment in the well-designed breaktime activities happily. Pupils know how to stay safe in school and beyond. They know that staff in school will address any worries they may ha...ve.

All pupils have a trusted adult in school.

Pupils' learning extends far beyond the classroom. They enjoy rich experiences as part of the schools '22 activities'.

For example, all pupils learn to play a musical instrument and younger pupils learn how to post a letter. The school has considered how to prepare pupils for life in modern Britain carefully. They read texts from a range of cultures and learn about their rights and responsibilities in assemblies.

Pupils celebrate difference and welcome new pupils to the school enthusiastically.

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

The school considers what pupils should learn carefully. Leaders have designed an ambitious and broad curriculum.

Pupils learn important skills and knowledge, and these become increasingly sophisticated over time. Leaders have ensured that there are strong connections from the early years curriculum to what pupils learn in Years 1 and 2.

Teachers know their pupils well.

They identify the needs of pupils with SEND accurately. Teachers use this to design a range of adaptations and extra support that help pupils with SEND to achieve well and follow the same curriculum as their peers. Expert support from staff helps pupils with SEND to make strong progress towards personalised end points.

Staff model important language and vocabulary well. They help pupils to communicate their ideas clearly. However, some activities are not designed precisely enough and the skills and knowledge pupils should learn are not always clear.

As a result, some pupils do not learn as well as they could.

The assessment system is well thought through. In some subjects, such as history, this is well-embedded and pupils receive help to fill any gaps in their learning.

However, in a small number of subjects this is less effective. Teachers do not check pupils' understanding precisely enough. Consequently, pupils in these subjects do not learn all the important skills and knowledge that they need.

Pupils are well prepared for their next steps. In Year 2, pupils can write confidently and build secure knowledge of mathematical concepts and vocabulary. Pupils deepen their understanding of the important skills and knowledge they learn over time.

They take great pride in their work. In some subjects, pupils develop complex skills quickly. For instance, in music children in Reception read music to play tunes on a glockenspiel, helping them to recognise different notes and appreciate making music themselves.

Pupils love reading. They enjoy the engaging stories that they read and discuss them excitedly. Teachers are trained well to teach phonics.

They teach pupils the sounds and letters that they need accurately. Teachers plan a range of interventions to help pupils keep up with learning. However, they do not always check understanding carefully enough in lessons.

As a result, a small number of pupils learn sounds inaccurately and this is not addressed quickly enough.

The school is calm and welcoming. Leaders have worked hard to improve pupils' behaviour.

Staff help pupils who require additional support to manage their emotions well. These pupils learn a range of strategies, and, as a result, pupils know how to regulate their behaviour. Pupils know the school's routines and follow them happily.

They attend frequently and punctually. Leaders analyse attendance information rigorously and plan a range of support for pupils who attend less well. Consequently, pupils' attendance has improved over time.

Leaders have prioritised pupils' personal development. All pupils have ample opportunities to develop their skills and interests. They participate in the wide offer of clubs excitedly and share their talents in inter-school sports or concerts in the local church.

Teachers ensure that pupils have an age-appropriate understanding of concepts such as healthy relationships or consent.

Governors have high expectations for the school and work with leaders very effectively. They hold leaders to account well.

Staff are very positive about the school. They feel leaders manage their workload appropriately and enjoy the high-quality training on offer.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teachers are not precise enough about they want pupils to learn in the activities they design. As a result, pupils do not always learn as well as they could. Leaders must ensure that the activities that teachers design are focused on what pupils should learn and that pupils develop their knowledge and skills well.

• In some subjects, including phonics, teachers do not check pupils' understanding swiftly or accurately enough. As a result, gaps in learning are not identified quickly and pupils do not learn as well as they could. Leaders must ensure that pupils' understanding is checked precisely, and that gaps in learning are quickly addressed so that pupils can keep up with learning.

Also at this postcode