Ringwood Church of England Infant School

Ringwood Church of England Infant School

Address: School Lane, Ringwood, Hampshire, BH24 1LG Unique reference number (URN): 116309

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Leaders consistently promote the importance of regular attendance. They take a strategic and compassionate approach, working closely with families to support pupils effectively to attend well. Leaders analyse patterns of absence carefully, identify barriers promptly and act quickly to put support in place. Staff work well to understand individual circumstances and remove obstacles to attendance, offering practical help alongside emotional support where needed. Leaders are highly visible at key points during the school day. This helps to build strong, trusting relationships with pupils and families and supports early intervention when concerns arise. As a result, attendance has improved rapidly for all pupils, including those with special educational needs and/or disabilities and pupils who are disadvantaged.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour across the school is excellent. Staff have created a calm, orderly and positive learning environment through their high expectations for behaviour. Clear rules and routines are well established and consistently applied by all staff. Any minor off-task behaviour is addressed swiftly so that learning is rarely disrupted. Relationships are a clear strength. Pupils and adults interact warmly and respectfully, with staff modelling high expectations at all times. Targeted pastoral support, including nurture provision, effectively supports pupils who need additional help. Bullying is very rare, and pupils are confident that concerns would be dealt with promptly. Pupils care deeply about one another and their school. This helps to build a deep sense of belonging and community across the school.

p.2

Early years Strong standard

Children get off to a flying start at Ringwood Church of England Infant School. Central to this success are the consistently high expectations that staff have for children in the early years. Leaders have a deep understanding of child development and have made deliberate, well- informed decisions to strengthen the curriculum over time. Skilled staff deliver phonics with confidence and precision, ensuring children are very well prepared for reading and writing.

p.2

Early years Strong standard

Warm, nurturing relationships between staff and children help pupils feel safe, happy and confident to take risks in their learning. The learning environment is well planned and stimulating, both indoors and outdoors, and reflects leaders’ strong understanding of how young children learn best. Classrooms are vibrant, purposeful spaces where routines and structures are firmly embedded, supporting positive behaviour and engagement.

p.2

Early years Strong standard

High-quality spoken interactions between adults and children extend thinking and develop language. Staff prioritise speech and vocabulary development by modelling language, asking purposeful questions and engaging children in meaningful conversations throughout the day. Children respond very positively and develop independence and positive attitudes to learning. Leaders and staff design learning deliberately around well-chosen texts.

p.2

Early years Strong standard

Parents and carers are encouraged to play an active role in their child’s learning, helping to strengthen relationships and support progress. As a result, children achieve well from their starting points and are very well prepared for the transition to Year 1.

p.2

Leadership and governance Strong standard

Leaders and governors work purposefully to raise aspirations for both pupils and staff. Together, they create a clear sense of ambition and shared responsibility so that pupils have every opportunity to achieve well. Leaders have a strong and accurate understanding of the school’s strengths and areas for improvement. They take timely, well-judged action to secure improvement across the curriculum. For example, pupils in Year 2 needing extra support for phonics receive daily expert teaching to help them catch up quickly.

p.3

Leadership and governance Strong standard

Professional development is a clear strength. Leaders provide a coherent, evidence- informed programme aligned closely to whole-school priorities. Staff value this training and speak positively about its impact on classroom practice and confidence. Leaders ensure professional learning builds expertise over time and contributes directly to improving outcomes for pupils.

p.3

Leadership and governance Strong standard

Governors fulfil their statutory duties to a high standard. They provide robust challenge alongside effective support, using insightful analysis to hold leaders to account for provision, outcomes and the use of resources. Leaders welcome this challenge, which strengthens decision making and school improvement.

p.3

Leadership and governance Strong standard

Leaders and governors demonstrate a strong understanding of the school’s context, including the impact of falling birth rates on future numbers on roll. Decisions, such as the move to mixed-age classes, reflect a long-term commitment to sustainability and educational quality. These decisions are carefully considered and rooted in pupils’ best interests. As a result, improvement is evident in attendance, achievement and inclusion.

p.3

Leadership and governance Strong standard

The school works effectively with parents and carers. They are highly positive about the school and value opportunities to celebrate pupils’ achievements. Staff are equally positive, describing a culture where they feel valued and proud to work.

p.3

Personal development and wellbeing Strong standard

The school’s personal development and wellbeing offer is extensive, carefully planned and embedded across all aspects of school life. Leaders keep this provision under regular review to ensure it continues to meet the needs of all pupils. Its impact on pupils’ confidence, wellbeing and readiness for the next stage of education is clear.

p.3

Personal development and wellbeing Strong standard

Leaders ensure that personal development is an entitlement for every pupil. Pupils eligible for pupil premium funding access all opportunities fully, and leaders take deliberate action to widen participation where needed. For example, some clubs are offered during social times so that all pupils can take part.

p.3

Personal development and wellbeing Strong standard

Spiritual, moral, social and cultural development is thoughtfully woven through the curriculum and wider school experiences. Pupils demonstrate a secure understanding of right and wrong and can explain the consequences of their actions. Strong social skills are evident, with pupils cooperating well and resolving conflict calmly. This foundation begins in the early years and is reinforced consistently across the school. The school’s values of 'love, courage and respect' are deeply embedded. Pupils explain what these values mean and how they guide their behaviour and choices in school.

p.3

Expected standard

A wide range of leadership and enrichment opportunities develops pupils’ resilience and confidence. Trips, including visits to Hillier Gardens and the Titanic Museum, enrich learning and help pupils see curriculum content in real-life contexts. Extra-curricular activities, such as French, multi-sports, art and yoga, help pupils to discover and develop their talents and interests.

p.4

Expected standard

Pastoral support is a notable strength. Leaders know pupils well and provide timely, tailored support, particularly for vulnerable pupils, including those with special educational needs and/or disabilities and those known to social care. This promotes belonging, attendance and readiness to learn. Pupils are confident, reflective and resilient. They show integrity, respect others and understand British values as lived principles. Pupils learn meaningfully about healthy relationships, online safety, diversity and different family structures. These prepare them very well for life in modern Britain.

p.4

Achievement Expected standard

Overall, pupils achieve well. They benefit from positive educational experiences that enrich both their learning and personal development. This prepares them effectively for the next stage of their education. From their starting points, disadvantaged pupils and those with special educational needs and/or disabilities make suitable progress through the curriculum.

p.4

Achievement Expected standard

Pupils’ outcomes in the phonics screening check are close to national averages and have improved year on year. This reflects leaders’ determination to ensure that all pupils develop secure reading skills.

p.4

Achievement Expected standard

Across the school, pupils develop increasingly fluent reading, spelling, handwriting and number skills. These strong foundations support learning across the curriculum. Pupils, including those who are disadvantaged, typically achieve well in most subjects. Their understanding and recall in mathematics is particularly secure, with pupils able to explain their thinking clearly. However, pupils do not always achieve as well as they could in some curriculum subjects. This is because opportunities to deepen understanding and strengthen long-term recall are not yet consistently embedded across these areas.

p.4

Curriculum and teaching Expected standard

The school has an ambitious curriculum that helps pupils learn well and prepare for the next stage of their education. Leaders have carefully planned the curriculum so that important knowledge and skills are taught in a logical order. This helps pupils build new learning on what they already know. Leaders regularly check how well the curriculum is being taught. These monitoring systems support and inform staff training and enable leaders to make improvements when needed.

p.4

Curriculum and teaching Expected standard

Pupils are enthusiastic about their learning and are confident when talking about what they know, especially in core subjects such as mathematics. They explain their thinking clearly and enjoy practising new skills. However, teaching across some areas of the whole curriculum is not yet as strong as it is in the core areas. This means pupils do not always develop a deep or secure understanding of important knowledge in these areas.

p.4

Curriculum and teaching Expected standard

The school places a significant emphasis on helping pupils to become fluent readers, writers and mathematicians. Staff are well trained and understand what pupils need to learn and how best to teach it. When needed, learning is broken down into manageable steps, so pupils are not overwhelmed. Pupils practise purposefully and regularly, which helps learning stick. When pupils need extra help, staff provide timely support and interventions. Staff adapt lessons carefully to support pupils with special educational needs and/or disabilities so that all pupils can take part and succeed.

p.5

Inclusion Expected standard

Leaders set clear expectations that all pupils will succeed, regardless of need or circumstance. They know pupils and their families well, enabling them to build trusting relationships with parents and carers. Leaders prioritise that pupils with special educational needs and/or disabilities (SEND) and those known to children’s social care receive the right support to participate fully in school life. They work effectively with external professionals to secure the best support. This helps to promote pupils’ wellbeing, academic progress and full immersion in school life.

p.5

Inclusion Expected standard

Pupils’ barriers to learning are identified quickly and accurately. Leaders implement thoughtful, flexible support, such as adapted start-of-day routines and quieter lunchtime provision in the ‘Mole Hole’, delivered by well-trained staff. These approaches help pupils to feel settled, attend regularly and engage positively with learning.

p.5

Inclusion Expected standard

Leaders assess pupils’ needs thoroughly and provide targeted training so staff can adapt classroom practice effectively, including managing emotional and sensory needs. Leaders monitor the impact of support for pupils with SEND and those who are disadvantaged. Pupils make suitable progress from their starting points and benefit from inclusive, school- wide approaches. Pupil premium funding widens access to opportunities, though systems for assessing impact are not consistently precise. Leaders recognise this and are taking effective action to improve this aspect further.

p.5

What it's like to be a pupil at this school

Pupils enjoy attending this friendly and welcoming school. They arrive each day eager to learn and ready to engage. The warm greeting they receive from staff helps pupils settle quickly and start the day positively. Staff know pupils and their families extremely well and build trusting relationships that help pupils feel safe, valued and supported. Pupils enjoy learning alongside their friends and have a strong sense of belonging. They value their teachers and believe all staff care for them, help them learn and keep them safe.

p.5

What it's like to be a pupil at this school

Pupils are polite and welcoming and show high levels of respect for others. They demonstrate positive attitudes to learning and remain focused in lessons. Pupils of all ages get along well with one another during learning and social times. Behaviour is excellent across the school. Pupils understand that staff have high expectations for behaviour and learning. Bullying is very rare, and pupils are confident that adults would deal with it quickly and effectively should it occur. Playtimes are happy and harmonious, with a range of engaging activities that pupils enjoy.

p.5

What it's like to be a pupil at this school

Pupils benefit from a wide range of enrichment opportunities during and after the school day. During learning, each integrated curriculum project begins with an exciting hook, such as a visitor or special experience, which sparks curiosity and brings learning to life. Pupils value roles and responsibilities such as the Forest Council, which help them to develop confidence and understand how they can make a positive contribution to school life.

p.6

What it's like to be a pupil at this school

Pupils enjoy learning and typically achieve well across the curriculum. Pupils develop secure and fluent skills in English and mathematics. In writing, pupils gain confidence and the skills needed to express themselves clearly. Children in Reception make a strong start to school life and learn routines, behaviours and early skills that prepare them well for future learning. Overall, pupils are well prepared for the next stage of their education.

p.6

Next steps

Leaders should continue to further refine their work to support disadvantaged pupils’ learning, including monitoring and evaluating the pupil premium strategy, so that disadvantaged pupils achieve consistently well across the curriculum. Leaders should continue to ensure that teaching is highly effective across the wider school curriculum and that pupils’ achievement is consistently high.

p.6

About this inspection

The co-chairs of the governing body are Jane Warwick and Dani Davies.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following Ofsted’s renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, deputy headteacher, staff and pupils. The lead inspector spoke with governors, including the co-chairs of the governing body. He also spoke with a representative of local authority and a representative of the Diocese of Winchester. Inspectors also considered responses to Ofsted’s parent and carer, pupil and staff surveys.

p.6

About this inspection

Inspectors confirmed the following about the school:

p.6

About this inspection

There is a specialist provision for pre-school children who require intensive speech and language support, co-located on the school site and staffed by the school.

p.6

Lead inspector:

Gareth Flemington, His Majesty's Inspector

p.7

Team inspectors:

Judith O'Hare, Ofsted Inspector Matt Vernon, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

270

Close to average The school is a member of the Diocese of Winchester and has a Christian character. A section 48 inspection was carried out in March 2026.

p.7

270

In addition to single-age classes, the school has one mixed-aged class of Reception and Year 1 pupils.

p.7

270

The school does not make use of any alternative provision.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.9

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.9

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.9

national average

2024/25 (2 term) 5.2% 5.2% Close to average

p.9

national average

2023/24 (3 term) 5.2% 5.5% Close to average

p.9

national average

2022/23 (3 term) 5.4% 5.9% Close to average

p.9

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.9

national average

2024/25 (2 term) 13.9% 13.3% Close to average

p.9

national average

2023/24 (3 term) 14.8% 14.6% Close to average

p.10

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.10

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.10

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.10

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.10

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

Urgent improvement

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.11

Urgent improvement

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.11

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.11