Quilters Infant School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Quilters Infant School Laindon Road, Billericay, Essex CM12 9LD

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Outcome

Quilters Infant School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils are proud to attend this exceptional school. They are happy and engaged in everything they do. Pupils thrive academically, socially and emotionally in a nurturing, inclusive environment. They behave extremely well and work well together as a team. Pupils support each other to make the right choices.

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What is it like to attend this school?

Pupils strive to achieve their ‘Quiltenee’ cape for demonstrating each of the school’s values, for example perseverance, bravery or independence. This inspires pupils to be aspirational for themselves and live up to the high expectations of staff.

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What is it like to attend this school?

Pupils are exemplary learners. They talk confidently, enthusiastically and accurately about their learning. Pupils work hard to achieve whatever they set their minds to. They are rightly proud of their achievements.

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What is it like to attend this school?

Pupils are polite and respectful of others. They show this when they support the ‘Memory Café,’ which is for members of the local community who have dementia. This is an activity that all pupils take part in during their time at the school and contributes towards their ‘Infant Adventure’. There are 16 activities for pupils to complete during their time at the school, which include holding positions of responsibility and helping a younger pupil. These activities promote pupils’ wider development very well.

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

The school, working alongside the neighbouring junior school, has constructed an ambitious, well-considered curriculum. It clearly identifies what pupils should know and 18 and 19 March 2025

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remember, starting from the early years. Staff identify the subject-specific vocabulary they want pupils to understand and use. Teachers use their strong subject knowledge to present information in interesting and exciting ways. Pupils learn exceptionally well. Staff’s skilful questioning enables pupils to make connections in their learning. This, in turn, develops pupils’ thinking and deepens their knowledge. Staff address any misconceptions as and when they occur.

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Staff are highly ambitious for all pupils. They carefully identify pupils’ needs, especially for those pupils with special educational needs and/or disabilities (SEND). Staff are skilful in providing bespoke adaptations or interventions if pupils need them. Some pupils need a more personalised approach, which staff can provide due to their high level of expertise. As a result, pupils with SEND achieve very well.

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Pupils enjoy reading. It is a high priority at the school. Staff have received high-quality training and support, which they show through the consistently effective teaching of reading. Staff check that pupils understand the sounds they learn. If pupils get stuck, staff provide prompt and effective support. Staff carefully match books to pupils’ phonics knowledge so they can practise the sounds they are learning. This enables pupils to become confident and fluent readers. Pupils can read a wide range of books covering a variety of interesting topics. This helps develop a love of reading for many pupils.

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As soon as children start school in the early years, they learn the routines and expectations of behaviour. They are inquisitive learners who ask questions and continually learn about the world around them. Pupils share resources well to ensure that everyone has a go. This continues into the playground, where all pupils are highly respectful of each other. Pupils are attentive. They listen respectfully to each other and their teachers. Pupils are proud when they are recognised for their positive behaviours, inside and outside the classroom.

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There is a highly effective personal development programme in place. Pupils know how to look after their physical and mental well-being. For example, they can talk about their ‘stress pots’ and if they are overflowing how to manage this. Pupils have plentiful opportunities to develop their sporting talents. They can attend a variety of sporting clubs and sports competitions, including the mini-Olympics, cricket and cross-country competitions.

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Pupils learn about different countries and cultures. As part of this, visitors come in and talk to pupils about different national days and faith-linked celebrations. Pupils gain knowledge and understanding of celebrations in modern Britain from these talks. They learn why it is important to respect and value difference.

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Everyone in the school wants the very best for all pupils. The school ensures that it delivers the best that it can. Leaders are reflective and constantly look to see if there is anything that they can do even better. The school ensures that staff have a balance between their workload and well-being. Governors provide effective challenge and support for the school. They ensure that they work very well with leaders to ensure the school provides a high-quality education to pupils. The school has strong parental 18 and 19 March 2025

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involvement. Parents and carers understand the school’s aims and are extremely supportive of the school’s work.

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Safeguarding

The arrangements for safeguarding are effective.

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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 outstanding for its overall effectiveness.

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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.

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Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in November 2018.

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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 18 and 19 March 2025

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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). 18 and 19 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 14 and 15 November 2018, under section 5 of the Education Act 2005

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Information about this school

 Quilters Infant School is federated with Quilters Junior School, which is located on the same site. The executive headteacher and deputy headteacher work across both schools in the federation.  The school does not currently use any alternative provision for pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s educational 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 their evaluation of the school.  The inspector spoke with members of the governing body and a local authority representative.  The inspector considered the views of pupils, staff and parents, including responses to Ofsted Parent View. 18 and 19 March 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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.

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Inspection team

Katie Devenport, lead inspector His Majesty’s Inspector 18 and 19 March 2025

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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.

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