Devonshire Infant School

Devonshire Infant School

Address: Francis Avenue, Southsea, Hampshire, PO4 0AG Unique reference number (URN): 116187

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

On the whole, pupils, including those who are disadvantaged, achieve well. They develop the basic knowledge and skills that they need in reading, writing and mathematics. Pupils typically develop their reading skills quickly. This is reflected in published phonics screening check outcomes. Pupils write with increasing fluency. In mathematics, they secure the knowledge they need to be prepared for key stage 2 and apply this with increasing confidence.

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Achievement Expected standard

Pupils make appropriate progress through the curriculum from their starting points. This includes pupils who are new to the school and pupils with special educational needs and/or disabilities. Leaders are continuing to strengthen pupils’ language skills so that they are even better prepared for future learning. Staff regularly review pupils’ learning to identify those who require further support. As a result, most pupils are well prepared for the next stage of their education. Some pupils still have gaps in their understanding where they have missed key learning. This limits how securely they build their knowledge.

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Attendance and behaviour Expected standard

Leaders prioritise improving attendance. They have an accurate understanding of patterns and barriers to attendance. Leaders know individual circumstances well. They work closely with families and external partners to support regular attendance. Appropriate strategies, including clear communication of expectations and, where necessary, formal processes, reinforce the importance of attending school. This work has had a positive impact for some pupils whose attendance has improved over time. Overall attendance is broadly in line with national averages. However, attendance is not yet consistently high for all pupils. Persistent absence remains higher than it should be, particularly for some pupils who face additional challenges. This means that some pupils do not benefit from the school’s provision fully.

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Attendance and behaviour Expected standard

Leaders have implemented clear expectations for behaviour, supported by well-established routines. Staff generally apply these consistently. This results in a calm and orderly environment where pupils can learn without disruption. Staff know pupils well and treat them with care, empathy and respect. Most pupils demonstrate positive attitudes to their learning. Where behaviour falls below expectations, staff address this promptly and effectively. Targeted support helps pupils who need additional help to manage their behaviour. Bullying is rare. Staff deal with any concerns quickly. Leaders effectively address any form of discriminatory or unkind behaviour.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching across the school. They use this knowledge to make informed decisions about the use of staffing and resources, including targeted support for pupils who need it. In lessons, teachers adapt their teaching so that pupils with special educational needs and/or disabilities access the same learning as their peers. They provide support that typically helps pupils secure and deepen their knowledge. Leaders ensure that the curriculum builds coherently so that pupils learn in a logical order. Across subjects, leaders identify the essential knowledge that pupils should learn. The curriculum aligns with national expectations. It supports pupils to develop secure important knowledge, particularly in reading. Staff deliver a structured phonics programme and ensure that pupils who need to catch up receive effective support. As a result, pupils generally

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Curriculum and teaching Expected standard

develop a secure knowledge of sounds and apply this in their writing. Teaching, including checks on pupils' learning, is not consistently precise across all aspects of the curriculum, however. Where expectations and teaching approaches vary, pupils do not apply their knowledge or build on prior learning as securely as they could. Leaders are working to increase consistency in this.

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Early years Expected standard

Leaders ensure that the early years provides children with a positive and successful start to their education. They have a clear vision for high-quality education and care that are in line with those for the rest of the school. These expectations are typically realised through careful curriculum design, ongoing monitoring and the effective use of assessment to track children’s progress.

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Early years Expected standard

Children engage happily with learning and explore the environment with increasing independence. Staff understand the importance of high-quality interactions and know the children well. They use this knowledge to adapt the curriculum from children’s starting points and address gaps in learning. There is some variability in consistent application of expectations, however. At times, some interactions, including during group activities, do not consistently support all children to engage fully in learning.

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Early years Expected standard

There is a clear focus on developing early reading, writing and mathematics. Children follow a structured phonics programme. Those at an earlier stage of learning, including those new to English, receive effective, tailored support. As a result, children make clear progress and are generally well prepared for key stage 1.

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Early years Expected standard

The curriculum and environment support children to develop knowledge and skills across all areas of learning. Secure relationships and effective care practices help children to feel safe, happy and secure.

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Inclusion Expected standard

Leaders establish a welcoming culture where every pupil is valued. They are ambitious for pupils, including those who face additional barriers. Clear systems support the early identification of pupils' needs. A programme of training, together with effective use of external agencies, supports staff expertise. Staff, including those in the specially resourced provision for pupils with special educational needs and/or disabilities, review and adapt support for pupils, as necessary. ‘The Hive’ offers pupils targeted support that reflects thoughtful strategic decisions matched to barriers to pupils' learning and/or wellbeing.

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Inclusion Expected standard

Leaders work well with local partners to secure additional support for pupils. Clear routines and purposeful interactions help pupils engage well. Typically, learning is matched to pupils' needs. At times, however, adaptations are not applied with consistent precision. This means that some pupils do not access learning as effectively as they could.

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Inclusion Expected standard

Leaders have a clear and accurate understanding of the needs of pupils who are disadvantaged. They use funding to support early intervention and targeted provision. Leaders are in the process of developing more precise ways to evaluate this work. This is so they can be assured of its full impact on reducing barriers and improving outcomes for pupils.

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Leadership and governance Expected standard

Leaders' commitment to the community is palpable. It is evident in the positive relationships that they build with pupils, parents, carers and staff. This contributes to a supportive and purposeful culture in which pupils feel valued and confident to succeed. Leaders have a clear and informed understanding of the school. They know the strengths of the school and areas that they wish to develop further. Leaders draw on a range of information about the school’s performance to identify priorities and guide improvement. This helps them to address areas of need and secure appropriate provision for pupils. While this work is effective, leaders are continuing to refine how precisely they analyse this information.

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Leadership and governance Expected standard

Governors understand and fulfil their statutory responsibilities. They engage with leaders and the wider community through visits and school events. This helps them develop understanding of the school’s work and ability to hold leaders to account. They provide support and value the wellbeing of staff. Leaders' monitoring and challenge are still developing, to ensure that they consistently provide sharp oversight that enables leaders to sustain and strengthen improvements.

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Leadership and governance Expected standard

Leaders provide professional learning linked to whole-school priorities. They also give staff opportunities to develop their own expertise. This supports staff in improving their practice and contributes to a collaborative culture. Staff feel well supported and valued. They know that leaders have high consideration for their workload. Leaders also work effectively with external partners and other schools to reflect on and strengthen provision.

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Personal development and wellbeing Expected standard

Leaders have established a wide ranging programme for pupils’ personal development and wellbeing. Pupils are supported to develop their understanding of making choices, develop their social skills and understand and respect difference. Staff place an emphasis on helping pupils to understand themselves and others. They use shared approaches to support positive mental health. Pupils develop the language that they need to talk about their emotions. Staff are well trained to deliver the personal, social, health and economic curriculum. They provide effective support for pupils' social and emotional development. When pupils require extra support, leaders work with external agencies and families to tailor this effectively.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe, online and offline. They understand key elements of relationships education, including how to treat others with respect and kindness. This important learning starts in the early years. Children demonstrate thoughtful and caring relationships with one another. The school's values underpin this learning. Pupils have a secure understanding of these values. They can explain how these influence their behaviour and choices. This is evident in pupils’ day-to-day interactions.

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Personal development and wellbeing Expected standard

Leaders provide a range of opportunities that broaden pupils’ experiences. They make sure that pupils broaden their experiences and develop their understanding of the world beyond their immediate surroundings. Leaders have given careful consideration to offering experiences that pupils may not otherwise encounter. Careful use of funding ensures that all pupils are able to access clubs and trips. Leaders adapt provision so that pupils can take part in these experiences. Leaders are further strengthening how they evaluate the impact of the personal development programme so that it aligns closely with the school’s wider work. They are continuing to develop how they gather pupils’ views and use information about participation to ensure that all pupils, including those who may face additional barriers, engage fully.

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

Pupils experience a warm start to each school day. Staff welcome families into the school and classrooms each morning. This helps families feel a secure sense of community and belonging from the moment that they arrive. This shared start helps pupils to feel settled and ready to learn. The school’s library sits at the heart of daily life. Pupils, parents and carers visit regularly to change books and talk with staff. This fosters a love of reading and strengthens the school community.

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

Pupils understand and live the school’s values of ‘Be kind, be safe, be your best.’ From the early years onwards, these values shape how pupils interact with one another and with adults. Pupils are typically polite, considerate and supportive of each other. They understand routines and respond well to them, which helps the school to run smoothly. Bullying is extremely rare and is addressed swiftly if it does occur. Pupils feel safe and know that adults will support them if they need help. As a result, relationships across the school are positive and respectful. Most pupils attend regularly and enjoy being part of the school community. Overall, pupils feel that this is a place where they belong, where staff support them, and where they can thrive.

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

Pupils enjoy their learning and typically engage well in lessons. They enjoy a curriculum that helps them to build knowledge securely and develop increasing confidence in their learning. They are keen to do their best and take pride in their work. Overall, pupils are well prepared for their future learning. Pupils benefit from the wider opportunities that the school provides. They learn to be interested in and respectful of other people’s views and lives. The school promotes care and compassion.

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Next steps

Leaders should continue to develop consistency of teaching, including the use of assessment and adaptations, across the curriculum to support pupils' progress through the curriculum so that pupils achieve leaders’ aspirational expectations for achievement.

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Team inspectors:

Vickie Farrow, Ofsted Inspector Aimee Floyd, Ofsted Inspector

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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. Leaders should continue to work on their attendance strategies to ensure that pupils' attendance rates, including for pupils who face barriers, further improve and are consistently high. Leaders, including governors, should further develop their analysis of school performance to refine and implement strategic approaches to inform their school improvement oversight and priorities.

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About this inspection

The chair of the board of governors in this school is Kerry Stevens.

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About this inspection

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

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About this inspection

Following our 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.

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About this inspection

Inspectors spoke with the headteacher and deputy headteacher during the inspection. They also spoke with the staff, parents, carers and pupils. The lead inspector met with a representative of the local authority and members of the governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school, under the same registration, includes a specially resourced provision for pupils with special educational needs and/or disabilities. This provision is for 10 pupils with speech, language and communication needs and autism.

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About this inspection

The school currently does not use alternative provision.

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About this inspection

Headteacher: Rachel Arnold This data is from 19 May 2026

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

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

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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.

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national average

2024/25 (3 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 16.0% 14.6% Close to average

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national average

2022/23 (3 term) 14.3% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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