Wroughton Infant School

Inspection of a school judged good for overall effectiveness before September 2024: Wroughton Infant School Wharf Road, Wroughton, Swindon, Wiltshire SN4 9LE

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Outcome

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

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Outcome

The headteacher of this school is Melanie James. This school is part of Grove Learning 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), Aaron Griffiths, and overseen by a board of trustees, chaired by A J Cripps.

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What is it like to attend this school?

This is a school where its vision is realised and pupils are proud to belong. Pupils enjoy coming to school and are happy and safe. Staff have strong relationships with pupils, and pupils trust staff to help them in their work and with their concerns. Pupils receive effective pastoral support. This helps them to settle well into their day.

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What is it like to attend this school?

Pupils are actively involved in shaping their school community. For example, they have worked collaboratively with staff to identify the new school values of being ‘caring, honest, responsible, determined and respectful’. From the start of Reception Year, children begin to demonstrate these values. They respond well to classroom routines and expectations.

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What is it like to attend this school?

Pupils understand the importance of the school rules of being ‘ready, respectful and safe’. Most pupils follow these and respond well to the school’s expectations. Pupils enjoy their playtimes. They make good use of the space and play equipment.

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What is it like to attend this school?

The school is ambitious for pupils to achieve well. In most subjects, pupils remember the important knowledge that they need and use this to build new knowledge. Most pupils achieve well and are ready for the next stage of learning. 18 and 19 March 2025

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

The school delivers the curriculum in a clear and logical order. From the start of the Reception Year, it details the knowledge and skills children will learn as they move through it. These steps help pupils to build their understanding and gain new knowledge. The curriculum includes the work that pupils will move on to beyond Year 2. This helps staff to prepare pupils well for the next stage of their education. Pupils can talk confidently about their current learning. However, sometimes, pupils’ recall of earlier knowledge is not secure. This is because in some foundation subjects, teachers’ checks on what pupils have learned are not effective.

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

The school has an accurate understanding of the needs of pupils with special educational needs and/or disabilities (SEND). Staff identify these needs quickly. They adapt learning to help pupils secure their knowledge. This helps pupils with SEND to achieve well.

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

There is a well-organised reading curriculum in place. In the early years, children learn to sound and blend words well. Teachers are experts in the delivery of the phonics programme. When pupils make errors, adults help them to practise and secure their phonic knowledge. Pupils who need more support to read receive extra reading practise. This supports them to build their reading fluency and confidence.

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

The school provides pupils with meaningful curriculum experiences. For example, pupils visit historical places to support their understanding of people from history and their achievements. In science, pupils explore real plants to build their understanding of their parts and functions. This helps pupils to build understanding and bring learning to life. Pupils secure and apply their knowledge by using this information to successfully label diagrams and describe the parts of a plant.

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

In classrooms, staff have high expectations of pupil behaviour. Pupils work hard and engage well in their work. Outside of lessons, sometimes, staff do not have the same high expectations of pupils’ behaviour. As a result, some pupils do not demonstrate the high standards of behaviour that they are capable of.

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

Pupils have many opportunities to reflect on the lives of others. They find out about world religions and develop their understanding of festivals, including Diwali. They gain first- hand experience from visitors about the language and cultures of countries such as India.

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

Pupils build a sense of responsibility through their leadership roles. For example, school councillors have helped to identify the new school values and have been proactive in designing a float for the Wroughton Carnival. Play leaders organise and lead activities that help pupils to enjoy playtimes.

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

The trust has an accurate understanding of the school. It provides support and challenge to ensure that the school continues to improve. Staff welcome the support they receive to teach the curriculum well. This includes professional development opportunities and work with schools across the trust. 18 and 19 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some foundation subjects, teachers do not check well enough that pupils have secured the essential knowledge. Consequently, some pupils have gaps in what they know and remember. The trust should ensure that assessment is used routinely and effectively so pupils’ gaps in learning are addressed, and pupils build knowledge securely over time.  Behaviour during less structured times of the day does not always meet the same high standard seen in lessons. As a result, sometimes, pupils do not follow routines as well as they could, and this impacts on pupils’ readiness to learn. The trust should ensure that expectations are applied consistently across all times of the day.

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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 good 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 predecessor school, Wroughton Infant School, to be good for overall effectiveness in October 2019. 18 and 19 March 2025

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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 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

Date of previous inspection Not previously inspected

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Information about this school

 The school has been part of Grove Learning Trust since February 2022.  The school does not currently use any alternative provision.  The school provides a breakfast club.

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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 this into account in her evaluation of the school.  The inspector held meetings with the headteacher, deputy headteacher, who is the special educational needs and disabilities coordinator, other leaders and staff. 18 and 19 March 2025

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 The inspector met with the CEO, deputy CEO, trustees and members of the academy committee, including the chair of the academy committee.  The inspector visited a sample of lessons, spoke to some pupils about their learning, heard pupils read 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.  The inspector also considered the responses to the online survey, Ofsted Parent View, including parents’ free-text comments, and Ofsted’s survey for staff.

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Inspection team

Caroline Musty, lead inspector Ofsted 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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