Grove House Infant and Nursery School

Inspection of a school judged good for overall effectiveness before September 2024: Grove House Infant and Nursery School Gilpins Ride, Littlefields, Dereham, Norfolk NR19 1BJ

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Outcome

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

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Outcome

The executive headteacher of this school is Rachel Creed. The school is part of the Unity Education Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Glyn Hambling, and overseen by a board of trustees, chaired by John Baumber. The executive headteacher is responsible for this school and one other.

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What is it like to attend this school?

Pupils enjoy coming to school, forming strong friendships and supporting one another. They feel cared for and valued, knowing staff are there to help with any concerns. Pupils learn how to stay healthy and safe. This includes learning about the importance of brushing their teeth and making good choices.

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What is it like to attend this school?

In the early years, children develop their independence and curiosity very well. They learn about ‘learning powers’. Characters such as ‘Captain Curiosity’ and ‘Inspector Independent’ encourage pupils to develop positive attitudes to learning as they get older. Across all areas, staff expand pupils’ vocabulary and support them well to use and apply their ideas through play. This encourages pupils to follow and develop their interests and build social skills.

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What is it like to attend this school?

Teachers’ high expectations help pupils to build their knowledge over time. Pupils achieve well. They develop resilience and confidence. They benefit from clear routines that create calm and productive classrooms. Playtimes are lively, offering a variety of games that strengthen teamwork and communication. 13 May 2025

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Pupils can play an active part in their school community and take on responsibilities. These include joining the eco council or becoming a school councillor. They enjoy welcoming visitors, talking about their achievements and celebrating their learning.

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

In English and mathematics, the school has structured the content of the curriculum carefully. Teachers design learning in a clear sequence, focusing on vocabulary development and structured problem-solving. They provide time for pupils to practise and review their learning. This strengthens pupils’ understanding. Pupils check their work and respond to guidance to improve the quality of their work. Consequently, they build strong foundations for their future learning.

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

However, in some subjects other than English and mathematics, teaching sometimes does not help pupils remember the important content of the curriculum well enough. The activities teachers provide are fun and interest pupils. However, sometimes, activities do not help pupils to learn the essential subject knowledge that they need effectively. When this happens, pupils sometimes struggle to recognise the subjects they are studying. This limits their ability to connect their learning. As a result, pupils do not consistently learn as well as they could.

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

Reading is central to school life, with story time as a daily highlight. Pupils enjoy discussing books and discovering new stories. Staff make sure that pupils read books that support learning and foster a love of reading. Staff teach phonics consistently well. As a result, pupils develop strong reading foundations and become confident readers and writers. Those who fall behind with reading receive timely, regular support. This enables them to catch up quickly with their peers.

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

Staff know pupils well and work closely with families to provide support, such as helping with routines to improve attendance. Staff routinely discuss pupils’ emerging needs. They identify any barriers and individual challenges, including for pupils with special educational needs and/or disabilities (SEND). Staff make suitable adaptations to help pupils with SEND access the curriculum successfully.

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

Warm relationships between staff and pupils create a safe and inclusive school culture. Staff set high expectations for pupils’ behaviour, using consistent systems and routines. Pupils respond positively, showing respect, resilience and self-control. Their conduct keeps classrooms calm and focused, ensuring lessons run smoothly. Pupils behave well outside of lessons. Playtimes are happy, sociable occasions.

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

Through the curriculum, assemblies and school-wide events, pupils develop their understanding of the world they live in. They learn about other cultures and how people may be different. Pupils learn how to be healthy and the importance of being physically active. They learn how to look after themselves and each other. Enrichment activities such as art, music and celebration days encourage creativity and broaden pupils’ interests beyond the classroom. 13 May 2025

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School leaders have worked effectively to improve the quality and consistency of the curriculum in English and mathematics. They are applying the same approach to other curriculum subjects. They manage any changes well, considering staff workload and allowing time to develop new teaching methods. The school has increased family engagement. Strong partnerships between the school and parents and carers create a nurturing, supportive environment. The trust provides strong support and challenge. Teachers can access training and development opportunities that help to improve the school further.

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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, the activities teachers provide for pupils do not sufficiently focus on the important subject knowledge that pupils need to learn. As a result, some pupils struggle to recall and build a coherent understanding in these subjects. The school should ensure that teachers provide activities that clearly focus on the knowledge that pupils should learn in these subjects, so that pupils secure the essential knowledge they need across the full range of subjects.

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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 to be 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. 13 May 2025

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This is the second ungraded inspection since we judged the predecessor school, Grove House Nursery and Infant Community School, to be good for overall effectiveness in December 2013.

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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). 13 May 2025

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School details

Headteacher Rachel Creed (Executive headteacher)

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School details

Date of previous inspection 29 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school runs a breakfast club.  The school makes use of two registered alternative provisions.  The school is federated with King’s Park Infant School. The schools share a governing body and executive headteacher.  The executive headteacher was appointed in June 2024.

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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 inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 13 May 2025

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 The inspectors met with the executive headteacher, the senior leadership team, the special educational needs coordinator, trust improvement directors, a trustee and the CEO.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors observed pupils’ behaviour in lessons, around the school and at social times.  Inspectors considered the responses and free-text responses submitted by parents to the online survey, Ofsted Parent View. They also gathered parents’ views by speaking to them at the end of the school day.  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 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

Oriana Dalton, lead inspector His Majesty’s Inspector

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Inspection team

Emma Davies Ofsted Inspector 13 May 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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