Shinfield Infant and Nursery School

Inspection of a school judged good for overall effectiveness before September 2024: Shinfield Infant and Nursery School School Green, Shinfield, Reading, Berkshire RG2 9EH

p.1

Inspection dates: 25 and 26 February 2025

p.1

Outcome

Shinfield Infant and Nursery School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Nicky Lauchlan. This school is part of The Circle Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ginny Rhodes and overseen by a board of trustees, chaired by Andrew Beckett.

p.1

What is it like to attend this school?

The school is a friendly place where children feel safe and flourish. The school’s vision, ‘we care, we learn, we achieve’, is evident in daily life. Pupils take pride in attending this school and appreciate the genuine care from staff. They know there is always someone to talk to if they have any concerns.

p.1

What is it like to attend this school?

The school sets high expectations of what pupils can achieve, including pupils with special educational needs and/or disabilities (SEND). Pupils meet these expectations and are keen to learn. Teachers present learning in engaging ways that foster pupils’ enthusiasm for learning. From the early years, children learn to work independently, behave well and treat each other with kindness.

p.1

What is it like to attend this school?

Teachers plan events that extend and enrich the school’s curriculum, for example, visiting a planetarium and interacting with animals. Pupils participate in village events, school clubs and activities that develop their interests and talents. During breaktimes, pupils engage in play joyfully, eagerly tackling challenges on the large play equipment while sharing conversation with friends. 25 and 26 February 2025

p.1

2

Parents and carers are overwhelmingly positive about the school. One parent summarised the sentiment of many, commenting, ‘Shinfield is such a warm, kind and caring place to be. Everyone that works there makes my son feel special.’

p.2

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

The school has a rich and ambitious curriculum starting from the early years. It precisely sequences the important knowledge that pupils need to learn and remember. This ensures that pupils’ knowledge builds on earlier learning. For example, in history, pupils develop an understanding of periods of history and learn a chronology of significant events. This helps pupils remember important historical moments and famous people.

p.2

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

Pupils are motivated and keen to participate in lessons, striving for their best. They are happy and curious learners who develop confidence and independence. From the early years, children flourish due to the high levels of support, clear boundaries and care they are shown. They have access to well-chosen learning opportunities that help deepen their understanding of knowledge. Throughout the early years, the school makes reading, writing and mathematics a key priority. This prepares children well for key stage 1.

p.2

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

Teachers deliver learning consistently well and check pupils’ knowledge accurately. They use this information to address any learning gaps promptly. By revisiting prior learning, teachers help pupils make connections that deepen understanding. The school identifies pupils’ additional needs quickly. Staff know how to ensure pupils with SEND can access the full curriculum successfully. This tailored support fosters pupils’ self-confidence and resilience, especially when learning becomes more challenging.

p.2

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

Staff consistently review the curriculum to ensure it meets pupils’ needs securely. Previous strategies for teaching handwriting did not lead to many pupils forming letters correctly and joining consistently. This has prompted the school to prioritise improving pupils’ handwriting. While improvements are in progress, it is too early to gauge their full impact. Consequently, many pupils still do not have the necessary handwriting skills to form and join letters accurately and consistently.

p.2

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

Reading holds a central place in the school’s priorities, fostering a love for literacy. The school delivers effective phonics teaching. Staff identify quickly and address any mistakes pupils make in using phonics knowledge. Carefully selected activities further enhance pupils’ appreciation for reading, which includes older pupils reading to younger ones. Those who need extra assistance with reading are identified quickly and receive timely support to help them catch up. As a result, pupils become confident and fluent readers.

p.2

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

Pupils behave well around the school and are respectful to each other. Classrooms are purposeful spaces where pupils concentrate and learn. The school promotes pupils’ wider development effectively. Pupils are encouraged to take on leadership roles, such as eco- leads, class monitors and school councillors. These responsibilities empower pupils to impact the school positively. Pupils learn how to keep safe, for example, when using the internet and crossing roads. Working with members of the community, pupils develop their understanding of how to be a good citizen. These include working alongside care- 25 and 26 February 2025

p.2

3

home residents, developing a forest area and attending Remembrance Day events in the village. Pupils develop an age-appropriate understanding of healthy relationships. Through the curriculum, pupils gain a sound understanding of diversity and equality. The school provides well-considered opportunities to support pupils’ mental health.

p.3

3

The school is wholeheartedly committed to fostering continuous improvement for the benefit of all pupils. The trust’s well-chosen support has been integral in the school’s success. Those responsible for governance have a clear understanding of the school’s strengths and priorities. The school promotes engagement with staff well, having a positive impact on pupils’ achievement and well-being. Staff appreciate the professional training opportunities to enhance and develop their expertise.

p.3

Safeguarding

The arrangements for safeguarding are effective

p.3

(Information for the school and appropriate authority)

 Many pupils do not have the skills to write letters that are well-formed and joined. As a result, their handwriting is not routinely fluent or accurate. The school should ensure the new handwriting strategies help pupils improve their handwriting skills effectively and consistently.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately. 25 and 26 February 2025

p.3

4

This is the second ungraded inspection since we judged the predecessor school, Shinfield Infant and Nursery School, to be good for overall effectiveness in February 2015.

p.4

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 February 2025

p.4

School details

Date of previous inspection 22 January 2019

p.5

Information about this school

 Shinfield Infant and Nursery School converted to become an academy school in April 2020. When its predecessor school, Shinfield Infant and Nursery School, was last inspected by Ofsted, it was judged to be good for overall effectiveness.  This school is part of The Circle Trust.  The school offers a breakfast- and after-school club, led by an outside provider.  The school currently uses one registered alternative provider.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school. 25 and 26 February 2025

p.5

6

 The inspector met with the headteacher, deputy headteacher, staff and pupils.  The inspector met with the trust’s CEO, the trust’s director of safeguarding and the trust’s director of education. He also met representatives from the board of trustees.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Responses to Ofsted Parent View, Ofsted’s online survey for parents, including the free- text comments, were considered. The inspector also considered the responses to Ofsted’s online surveys for staff.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Inspection team

Darren Aisthorpe, lead inspector Ofsted Inspector 25 and 26 February 2025

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7