Norwood Green Infant and Nursery School

Inspection of Norwood Green Infant and Nursery School Thorncliffe Road, Southall UB2 5RN

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 23 and 24 April 2025

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What is it like to attend this school?

Pupils arrive each morning with a sense of excitement, eager to begin their day. They exchange warm, positive greetings with staff at the school gates. This reflects the welcoming and inclusive ethos of the school community. Pupils enjoy school. They feel happy, safe and well supported. Pupils and staff build strong relationships based on mutual respect. Pupils show the same respect for one another. They engage in their learning with enthusiasm and perseverance. Staff uphold exceptionally high expectations for pupils’ behaviour and effort. Pupils respond with determination. Pupils achieve highly and are extremely well prepared for the next stages in their education.

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What is it like to attend this school?

Pupils consistently demonstrate positive attitudes towards learning. They maintain calm and orderly behaviour in the classroom and at playtimes. Pupils work effectively with one another. They enjoy taking part in activities that promote shared learning and cooperation.

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What is it like to attend this school?

The school is committed to the personal development and well-being of pupils. Leaders ensure that all pupils access a rich variety of experiences that enhance their learning and broader development. These include visits to cultural landmarks in London and regular engagement with local facilities. Staff make full use of the school’s extensive outdoor space to provide additional opportunities for pupils to explore and learn. Pupils speak with pride about their leadership roles and show a strong sense of responsibility.

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

The school’s curriculum is ambitious. Leaders have designed it to build on pupils’ knowledge and skills each year, starting in the pre-school provision. It exceeds the ambition of the national curriculum. Staff thoughtfully incorporate learning opportunities that enrich the curriculum and broaden pupils’ understanding. Leaders develop pupils’ mathematical skills extremely well. In the early years, including the two-year-old provision and Nursery, children regularly practise foundational number skills.

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

Leaders continuously review and adapt the curriculum to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). As a result, pupils achieve consistently well and make excellent progress across the curriculum. Staff receive regular, bespoke professional development. This training strengthens their subject knowledge and enables them to deliver the full curriculum with confidence and clarity.

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

Pupils produce high-quality work. Teachers use discussions with pupils skilfully to check and extend their understanding. In the early years, staff engage expertly with children. They model rich language and establish positive learning behaviours that continue throughout the school. Most pupils speak English as an additional language, so this early modelling is especially effective. Children in the early years develop a strong sense of independence but also work together with their peers with great ease.

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

Staff identify and correct misconceptions in pupils’ learning quickly. They skilfully adapt lessons to ensure pupils with SEND get the support they need to succeed. Staff identify 23 and 24 April 2025

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pupils with SEND promptly. Pupils in the specially resourced provision for Deaf pupils (specially resourced provision) receive personalised, specialist support. Staff work closely with parents, carers and external agencies to seek the best advice to support pupils with SEND expertly.

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The school commits fully to ensuring every pupil learns to read. Staff teach phonics from the start of the Reception Year and maintain a strong focus on it throughout key stage 1. They quickly identify pupils who fall behind and provide targeted support to help them catch up. In the specially resourced provision, staff adapt the phonics scheme with sign language so that Deaf pupils access learning successfully. Pupils make rapid progress in their reading and language development. Those who arrive at the school speaking English as an additional language receive tailored and highly effective support. Staff actively promote a love of reading. Pupils eagerly share their favourite books and authors. They enjoy the books teachers read with them and look forward to visiting the school’s two libraries.

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The school’s exemplary personal development offer includes a wide variety of lunchtime and after-school clubs. Every pupil can find something they enjoy, and participation is high. Pupils understand how to stay mentally and physically healthy. They speak openly with staff about any worries. Staff teach pupils how to stay safe in and outside school, including online.

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The school has set high expectations for improving pupils’ attendance. Their actions have resulted in significant improvements in pupils’ attendance. Staff take great pride in being part of the school. They feel valued and heard. Governors know the school well. They offer skilled challenge and support to leaders. Parents are overwhelmingly positive and appreciate staff’s dedication and the wide-ranging opportunities for their children to thrive.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 23 and 24 April 2025

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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). 23 and 24 April 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Charanjit Ajit Singh

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School details

Dates of previous inspection 10 and 11 December 2019, under section 8 of the Education Act 2005.

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Information about this school

 Norwood Green Infant and Nursery School is larger than the average-size infant school.  The school has a provision for two-year-olds.  The school does not currently use any alternative provision.  The school runs its own breakfast club.  The school has a higher-than-average proportion of pupils with an education, health and care plan. The school has a specially resourced provision for Deaf pupils. This provision can accommodate up to 12 pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 23 and 24 April 2025

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 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 inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors spoke to school leaders, including the headteacher and the assistant headteachers. In addition, they spoke to governors, including the chair of the governing body.  Inspectors carried out deep dives in these subjects: early reading, art and design, mathematics and science. For each deep dive, inspectors 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 inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors gathered the views of pupils and staff through discussions and from Ofsted’s surveys for pupils and staff.  The inspectors gathered the views of parents spoken to at the school gate and through the responses to Ofsted’s online survey, Ofsted Parent View. They also considered some paper surveys the school sent out during the inspection.

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Inspection team

Aliki Constantopoulou, lead inspector His Majesty’s Inspector

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Inspection team

Rutinderjit Mahil-Pooni Ofsted Inspector 23 and 24 April 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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