Mount Pleasant Infants

Inspection of Mount Pleasant Infants Derby Road, Southampton, Hampshire SO14 0DY

p.1

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Requires improvement 10 and 11 June 2025

p.1

What is it like to attend this school?

This aspirational school is a vibrant hub of high expectations, inclusion and happiness. Pupils take immense pride in being part of this extremely harmonious and inclusive school community. The school places pupils’ best interests at the heart of all decisions. This fosters a remarkably engaging, ambitious and inclusive culture where pupils feel safe and are excited about their learning. Pupils eagerly absorb new knowledge and revel in sharing their discoveries. They leave school extremely well prepared for the next stage of their education.

p.2

What is it like to attend this school?

Pupils’ behaviour is exemplary. Relationships between staff and pupils are friendly, respectful and kind. Pupils love taking part in the wide range of exciting trips and visits that enhances their experience of school life superbly. They rarely fall out with each other and trust that the school will help them with any issues.

p.2

What is it like to attend this school?

The school proudly celebrates its diverse community, seeing different home experiences and languages not as barriers, but as opportunities. Pupils learn respect and tolerance, developing a profound understanding of different faiths and beliefs. They are eager to take on the coveted leadership roles, embracing responsibility and contributing to their community. Staff work incredibly hard with parents and carers through exciting and innovative projects that bring further opportunities for the pupils.

p.2

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

The school has created an aspirational curriculum in all subjects. The curriculum is carefully constructed so that pupils build and deepen their knowledge over time. ‘Large questions’ are broken down into much ‘smaller questions’ so pupils revisit key learning. A rich and varied range of trips and experiences promotes pupils’ learning further. These experiences give them pertinent opportunities to use and apply key knowledge. Pupils develop an extensive vocabulary across the different subjects and discuss their ideas confidently, such as the difference between a cargo and a cruise ship.

p.2

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

Teachers check carefully how well pupils are learning the important knowledge. They give them time and space to practise. This helps pupils to embed their learning effectively. Consequently, all pupils, including those with special educational needs and/or disabilities (SEND), deepen their knowledge across the curriculum and achieve highly by the time they move to the junior school. Staff are quick to identify and offer support to those pupils who may be struggling. Well-planned opportunities and a provision that is reviewed regularly support SEND learners to achieve the ambitions of the curriculum.

p.2

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

Reading is the backbone of the curriculum. The school’s promotion of a love of reading is highly effective. Adults read a range of books that captures pupils’ imagination. They introduce pupils to a rich and diverse range of texts. Pupils talk animatedly about the books they read and enjoy. Pupils who find learning to read difficult have additional support to help them catch up quickly. 10 and 11 June 2025

p.2

3

Children make an excellent start to their education journey when they join the pre-school. They are excited to learn and enthusiastically engage with well-considered activities in and around the provision. Expert staff create an environment that nurtures children’s natural curiosity of the world. They know precisely what children need to learn. Children listen attentively and take utmost delight in developing their learning through play. They demonstrate empathy and understanding towards one another. Children take turns and are immersed in their learning alongside their peers. They are happy and cared for extremely well. Children thrive in the setting and are very well prepared for their learning in key stage 1.

p.3

3

While pupils love coming to school and value its importance, attendance for some is not as good as it could be. Leaders do all they can to challenge this and take decisive action when it is needed. They work with families to look for solutions and to offer help and support if required.

p.3

3

Pupils’ personal development is exceptional. Staff expertly develop pupils’ understanding of the world they live in. For example, pupils learn about following rules and showing respect and tolerance for others. The protected characteristics are taught in an age- appropriate way so pupils understand difference and know people should be treated equally. They are extremely well prepared for life in modern Britain.

p.3

3

Since the last inspection, there has been a new leadership team. Changes to practice, especially around the curriculum and inclusion, are swift but have remained mindful of staff well-being and workload. Because of this, staff are effusive in their praise of leaders and value the many opportunities they have for training and development. They know this enhances what they offer to the pupils. Staff report high levels of well-being and feel the school is their family. Governors challenge and support in equal measure and know the school and community well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school. 10 and 11 June 2025

p.3

4

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). 10 and 11 June 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Executive Headteacher Emma Kerrigan-Draper

p.5

School details

Dates of previous inspection 13 and 14 December 2022, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the Aspire Community Trust, which is a partnership of schools within Southampton that provides mutual challenge and support.  The school federated with the Junior School in September 2023 and has an executive headteacher who works across the two schools.  A new head of school oversees the infant school.  At the time of this inspection, the school did not use any alternative provision.  The school runs its own wraparound care.

p.5

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. 10 and 11 June 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, senior leaders and other staff, including the school business manager and the special educational needs coordinator.  Inspectors carried out deep dives in early reading, mathematics, science, physical education and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. They also considered a range of evidence from writing and other books.  The lead inspector met with representatives of the governing board, community trust and the local authority.  Inspectors spoke with groups of pupils and observed their behaviour at lunchtime.

p.6

6

 To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took into account 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.  Inspectors took account of a range of other information, including the school’s own self-evaluation, the school development plan, school policies and minutes from the governing board.  Inspectors took account of the views of parents expressed through the online survey, Ofsted Parent View. They also took into consideration the online Ofsted pupil and staff surveys.

p.6

Inspection team

Simon Woodbridge, lead inspector His Majesty’s Inspector

p.6

Inspection team

Matthew Rixson Ofsted Inspector 10 and 11 June 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