Lionwood Infant and Nursery School

Inspection of Lionwood Infant and Nursery School Telegraph Lane East, Norwich, Norfolk NR1 4AN

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

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The head of school at this school is Samantha Thorpe. This school is part of the Inclusive Schools 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), Selene Sawyer, and overseen by a board of trustees, chaired by Jeff Prosser.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2016. The school received an ungraded inspection under section 8 of the Act on 21 and 22 March 2021. Since September 2024, schools have not been awarded an overall effectiveness grade. 15 and 16 July 2025

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What is it like to attend this school?

Pupils thrive at this school. They are valued and receive the support they need to be successful and happy. Pupils talk enthusiastically about their learning. They take pride in their school and their achievements.

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What is it like to attend this school?

Pupils enjoy learning the ambitious curriculum that is designed around their needs and interests. They are encouraged to challenge themselves and to take part in ‘hands-on’ learning experiences, such as paddling in rivers or making sandcastles at the beach in the school’s outdoor learning environment. Pupils rise to teachers’ high expectations of what they can achieve. They achieve well across the curriculum.

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What is it like to attend this school?

Pupils behave well. The ‘golden reminders’ help pupils to make appropriate choices and treat each other with respect. They learn from mistakes and consider the impact of their actions on others.

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What is it like to attend this school?

Skilled staff help children in the Nursery express their wishes, needs and feelings. As pupils get older, they learn about different beliefs and explore ideas around rules and freedoms. Pupils learn how to stay safe, understand consent and build healthy relationships. They learn to speak to trusted adults when needed. Trips and a ‘Lionwood passport’ provide pupils with a variety of meaningful experiences. These help prepare pupils well for Year 3.

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

The school has designed an ambitious curriculum that provides the right level of challenge. It considers what pupils need to know to build strong foundations for future learning. Staff have the support and skills needed to teach the content of the curriculum well. Subject leaders check that the curriculum is being taught as intended. A few subjects are at an earlier stage of implementation. How staff check to ensure pupils have retained the important knowledge in some subjects is still developing. In these subjects, teachers sometimes move on to new learning before pupils have a secure understanding of important knowledge. This slows pupils’ progress through the curriculum. However, overall they achieve well.

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

The curriculum in the early years is highly effective. Staff expertly adapt activities to meet the diverse and changing needs of children. In Reception, staff skilfully revisit and deepen prior learning, ensuring the curriculum builds seamlessly across the early years. Throughout the early years, staff model, guide and support children with expertise and care. They nurture positive attitudes to learning and foster a strong sense of curiosity and independence. As a result, children are exceptionally well prepared for the next stage of their education by the time they enter Year 1.

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

All staff are teachers of reading. There is a consistent approach to teaching the school’s chosen phonics scheme. Focused teaching helps ensure that pupils who fall behind get the support they need to catch up. This support comes from the checks that teachers make. Children in the early years develop a love of reading. There are daily story times 15 and 16 July 2025

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across the school. Pupils enjoy retelling the stories they learn and re-enacting them in their play. ‘Story spines’ outline the key books pupils read as they move through the school, ensuring that pupils read widely.

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The Specialist Hub of Inclusive Practice (SHIP) is the school’s special educational needs (SEN) unit. Here, pupils with multiple special educational needs and/or disabilities (SEND) have access to the personalised support they need. The SHIP’s arrival has strengthened staff’s knowledge and expertise across the school. Staff recognise the barriers to learning that pupils with SEND face. This allows for quick identification of pupils’ needs and careful adjustments to teaching. The school has made changes to the curriculum, placing language and communication at its heart. As a result, pupils with SEND can access the curriculum and achieve success.

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Pupils’ behaviour is calm and respectful, creating a positive environment where learning can flourish. Playtimes are active, fun and engaging. Pupils can practise skills, relax and enjoy each other’s company. Staff encourage pupils to have fun.

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The school knows that pupils’ well-being is an important factor in them achieving as well as they can. The pastoral team works closely with families to ensure pupils have the support they need to be ready to learn. A well-planned programme of trips and activities is an important part of pupils’ learning. Pupils develop confidence, curiosity and a love of learning. The school environment is rich in opportunities that help pupils explore the world and learn beyond the classroom.

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The school ensures that staff have the training and knowledge to teach the curriculum consistently well. Staff enjoy collaborating and learning with others in the trust. They have the time and support they need to achieve the school’s high expectations. Staff early in their teaching careers receive tailored support and guidance. They become skilled teachers and leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, staff sometimes do not check that pupils have a secure understanding of important curriculum content and knowledge before introducing new learning. This results in gaps in pupils’ knowledge and understanding. The school should ensure that staff check pupils’ understanding effectively in all subjects, so that they can help pupils build effectively on previous learning. 15 and 16 July 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). 15 and 16 July 2025

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School details

Headteacher Samantha Thorpe (Head of School)

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School details

Dates of previous inspection 21 and 22 September 2021, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Inclusive Schools Trust.  The school runs a breakfast club.  The school uses one alternative provision.  The school has a SEN unit for eight pupils. These pupils have an education, health and care plan and are on the school’s roll.  The head of school was absent during the inspection.

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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 15 and 16 July 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 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.  The inspectors met with the CEO of the trust, the deputy headteacher, the assistant headteacher, other school leaders, the chair of the board of trustees and other members of the trust board.  Inspectors carried out deep dives in these subjects: early reading, mathematics and physical education. 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.  The inspectors also discussed, and sampled work from, other areas of the curriculum.  The inspectors observed pupils’ behaviour in lessons, around the school and at social

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times.  The inspectors considered the responses and free-text responses submitted by parents to the online survey, Ofsted Parent View.  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

Benjamin Axon His Majesty’s Inspector 15 and 16 July 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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