Crofton Anne Dale Infant and Pre-School

Crofton Anne Dale Infant School

Address: Cuckoo Lane, Stubbington, Fareham, Hampshire, PO14 3PH Unique reference number (URN): 115967

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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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Attendance and behaviour Strong standard

Leaders manage attendance with precision and effectiveness. Clear systems help them identify patterns and trends over time, which allows them to ask the right questions and act quickly. Leaders spot attendance concerns early and put timely support in place. Families receive a balanced approach that combines practical support with appropriate challenge to reduce barriers to regular attendance. Where needed, leaders hold parents to account. As a result, overall attendance is above national averages. Attendance for pupils with special educational needs and/or disabilities and for disadvantaged pupils has improved notably, reflecting leaders’ well-considered and timely actions.

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Attendance and behaviour Strong standard

Behaviour across the school is calm, respectful and positive. Leaders have established high expectations and a consistent approach. Leaders and staff expertly teach pupils how to behave. This means that pupils can focus on learning while enjoying school life. Playtimes and lunchtimes are harmonious, active and well organised. Younger pupils socialise, cooperate and build positive relationships across year groups. Behaviour incidents are very rare. When issues do occur, staff address them quickly and fairly. Leaders ensure that support for pupils who need help with their behaviour or managing their emotions is highly effective and well suited to individual pupils' needs.

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Early years Strong standard

Children receive a first-class start to their education. They make much progress through the curriculum from their starting points, including in early mathematics and their basic writing skills. They develop secure pencil grip and positive posture, reflecting the school’s focus on securing strong early habits. Staff check children’s understanding regularly and provide timely support where needed. Disadvantaged children receive tailored support and are very well prepared for the next stage of their learning. As a result, children are ready for their learning in Year 1.

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Early years Strong standard

Leaders make sure that staff place a strong emphasis on reading, writing and spoken language. Phonics teaching is prioritised and delivered consistently well. Staff model high- quality language and set clear expectations for communication. Skilful interactions support children to engage confidently in learning. Language development is kept as a clear priority, particularly for children who begin school with gaps in their knowledge of essential words or in their experiences. Staff's use of carefully chosen fiction texts supports children’s understanding, enjoyment of stories and their early writing skills very well.

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Early years Strong standard

Relationships with parents and carers are positive and effective, helping children to settle quickly and feel a strong sense of belonging. Staff establish clear routines from the start, which helps children feel safe, secure and confident to learn.

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Personal development and wellbeing Strong standard

Leaders provide a rich and well-considered personal development programme that benefits all pupils. The programme helps pupils to develop the knowledge, skills and attitudes they

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Expected standard

need for life beyond school. This includes learning how to keep themselves safe, how to maintain positive mental health and how to form healthy relationships. These experiences deepen pupils’ understanding of the world and prepare them well for the next stage of their education.

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Expected standard

High-quality pastoral support is a clear strength of the school. Leaders ensure that pupils feel safe, supported and ready to learn. Where needed, staff skilfully help pupils to settle into the school day, such as through individual meet-and-greet arrangements or the use of nurture spaces. Staff act thoughtfully to help pupils to recognise emotions, manage their own behaviour and seek help when needed.

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Expected standard

Leaders provide a wide range of opportunities to broaden pupils’ experiences and develop their talents. These include music, sport, art, drama and swimming. Provision is responsive to pupils’ interests. For example, a drama club was introduced following pupils’ enthusiasm for performing. Leaders track the take-up of such activities carefully, particularly for pupils with special educational needs and/or disabilities and disadvantaged pupils to ensure they are fully included. Parents and grandparents contribute positively by volunteering and supporting the school's aspirations for pupils. Charity work, including school projects linked to Paralympians, promotes empathy and social responsibility.

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Expected standard

Pupils develop strong moral and social understanding. They know right from wrong and demonstrate the school’s values of being ready, respectful and safe. The school's 'empowerment approach' supports pupils to reflect on their choices and act with integrity. Pupils have secure knowledge of fundamental British values and the characteristics of people who are protected in law. Pupils discuss different cultures, beliefs and ways of life with tolerance and respect. Pupils are proud of what they learn and remember key concepts, reflecting the clear impact of the school's programme.

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Achievement Expected standard

Pupils make suitable progress through the curriculum from their starting points. Overall, pupils achieve well. They gain the knowledge and skills expected for their age. Pupils with special educational needs and/or disabilities receive additional support to access the curriculum successfully. Disadvantaged pupils secure the building blocks of learning, which supports their understanding over time.

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Achievement Expected standard

Pupils develop a secure knowledge of the basics of English and mathematics. For example, in reading, they develop the skills to use their phonics knowledge to read and spell words with confidence and accuracy. Outcomes in the phonics screening check in Year 1 have improved year-on-year and are broadly in line with national averages. This reflects the effectiveness of teaching and support for pupils. Across the school, pupils engage enthusiastically in learning the wider curriculum. For example, they enjoy learning about history and recall interesting and important facts, such as their knowledge of the Titanic disaster.

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Curriculum and teaching Expected standard

The school has an ambitious and well-thought-through curriculum that starts in the early years. It clearly identifies the key knowledge and skills that pupils need to learn and builds them step by step. Teaching helps pupils to develop a secure foundation of knowledge and prepares them well for future learning. Leaders ensure that appropriate adaptations to teaching are in place so that pupils who face barriers can access the curriculum alongside their peers.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge and understand pupils’ starting points well. Teachers model new learning and words clearly. They provide regular, purposeful opportunities for pupils to practise and apply new knowledge. Leaders ensure that helping pupils to know and use important words is a consistent focus, helping pupils to communicate their ideas confidently. Teachers adapt learning activities effectively when pupils need additional support or further challenge.

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Curriculum and teaching Expected standard

Across the school, leaders and staff prioritise building pupils' knowledge in communication and language, reading, writing and mathematics. Early reading is taught effectively through phonics. Staff check pupils' understanding carefully and identify gaps in pupils' phonics knowledge. Staff provide targeted support to help them to catch up when this is needed.

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Curriculum and teaching Expected standard

Leaders have a clear and accurate understanding of the quality of teaching across the school. They use this information to identify priorities and make improvements where needed. For example, leaders have identified that further development work is needed in English and mathematics. Their work already demonstrates early impact, particularly in improvements in the teaching of reading fluency and spoken language. Leaders continue to establish these improvements throughout the school.

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Inclusion Expected standard

This is an inclusive school where pupils are known well as individuals. Leaders have an accurate understanding of pupils’ needs, including pupils with special educational needs and/or disabilities, disadvantaged pupils and those with other vulnerabilities. Leaders and staff identify pupils’ needs quickly on entry and continue to review them throughout the year. This enables timely responses to emerging needs, such as arranging speech and language assessments and appropriate, extra support.

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Inclusion Expected standard

Leaders work effectively with staff, parents and external professionals to support pupils. The school’s ethos of acceptance and being welcome to all is evident in staff's daily practice and helps pupils to feel safe, valued and ready to learn.

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Inclusion Expected standard

Leaders understand the barriers some pupils face and provide appropriate support to reduce these. Support is reviewed regularly and adapted to reflect pupils' changing needs. These approaches are part of routine practice in classrooms and enable pupils to engage confidently with learning. As a result, the support given to pupils matches their identified needs and helps pupils to make suitable progress. Staff have the knowledge required to provide targeted assistance to pupils who need extra help, such as pupils known, or previously known, to social care. The school uses its extra funding well to ensure that disadvantaged pupils benefit from the school’s range of enrichment activities.

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Leadership and governance Expected standard

The school is well led and managed. Leaders set high expectations and create a strong sense of community. They bring staff, pupils, parents and carers together to work positively in pupils’ best interests. Leaders know pupils and families well and build trusting relationships over time. They focus carefully on the experiences of disadvantaged pupils and those with special educational needs and/or disabilities. As a result, the school’s provision adapts to changing needs and supports improved outcomes for all pupils.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school’s strengths and areas for development. They set priorities that reflect pupils’ needs and the school’s context. Leaders work closely together and share a clear moral purpose. Their actions have a positive impact, particularly for pupils who need additional support.

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Leadership and governance Expected standard

Governance is effective. Governors understand their statutory responsibilities and work in partnership with leaders. They provide both support and challenge and use a range of information to hold leaders to account for the quality of the school's work. Governors ensure resources are used well and focus on what makes the greatest difference for pupils. Their work contributes to sustained improvement across the school. Sometimes, governors' knowledge of the school's work is less well developed.

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Leadership and governance Expected standard

Staff value the professional learning that the school provides. Leaders support staff's wellbeing and workload effectively. Staff feel listened to and valued. Parents and carers are very positive about the work of leaders and staff and their children’s experiences. Leaders’ strong engagement with families creates a culture where everyone feels included and supported.

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

Pupils take great pride in their school. They feel safe, included and valued. Staff know pupils well as individuals and nurture them carefully. This creates a calm, ambitious and supportive environment where every child can thrive. From the early years onwards, pupils experience high-quality care and consistency. The school’s motto of being ready, respectful and safe is evident throughout daily life at the school. Pupils enjoy learning, form secure friendships and build very positive relationships with committed staff. They attend school regularly and treat one another with courtesy and respect.

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

Pupils behave extremely well throughout the day. They listen attentively, move sensibly around the school and follow routines confidently. Lunchtimes and playtimes are harmonious and purposeful. Older pupils from the neighbouring junior school support activities and model fair play and cooperation, helping younger pupils learn how to enjoy social times positively. Pupils understand what bullying is and find that it is not a problem at this school. They know who to go to for help and trust adults to act quickly to keep them safe. Visitors are welcomed warmly, and pupils speak enthusiastically about their learning and school life.

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

Pupils enjoy their learning and are proud of what they achieve. They engage with a wide range of activities that develop their knowledge, curiosity and confidence. Pupils particularly enjoy mathematics, where learning is clear and meaningful to them. They can recognise their progress and can apply their skills in different mathematical contexts. Pupils with special educational needs and/or disabilities are fully included across school life. They receive carefully tailored support to access learning alongside their peers. Overall, pupils achieve well. Leaders ensure that pupils develop secure foundations in their communication skills and their knowledge of reading, writing and mathematics.

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Next steps

Governors should develop their knowledge and skills to enable them to hold leaders to account more effectively for the quality of education pupils receive. Leaders should ensure that all staff embed the changes made to the school’s curriculum and teaching, so that pupils’ knowledge builds over time and they make even more progress from their starting points.

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About this inspection

The chair of the governing body is Ivan Rowsell.

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About this inspection

The school is part of the Crofton Anne Dale Federation.

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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 executive headteacher and other school leaders. The lead inspector spoke with representatives of the governing body, including the chair of governors, and a representative of the local authority. Inspectors spoke with staff, parents and carers and pupils.

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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 does not use any alternative provision.

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About this inspection

Executive Headteacher: Lorraine Phillips

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Lead inspector:

Gareth Flemington, His Majesty's Inspector

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Team inspectors:

James Everett, Ofsted Inspector Marcella Dobson, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 21 April 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 6 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 needs support 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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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

2023/24 (3 term) 4.8% 5.5% 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) 11.7% 14.6% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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