Yaxley Infant School

Yaxley Infant School

Address: Main Street, Yaxley, Peterborough, Cambridgeshire, PE7 3LU Unique reference number (URN): 110713

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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 Strong standard

Pupils achieve very well, overall. In the early years, children begin to learn the basics in reading, writing and mathematics as soon as they join the Reception class. This enables them to tackle more complex learning as they move through the school. Pupils achieve very well in the national phonics screening check. As a result, almost all pupils are fluent readers and writers by the time they leave the school. Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve success. They progress very well from their individual starting points.

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Achievement Strong standard

Staff constantly reinforce basic English and mathematics skills through other subjects. Consequently, across the curriculum, pupils produce high-quality work. Any gaps in their knowledge close quickly thanks to responsive teaching. Pupils recall their prior learning confidently and enthusiastically. For example, Year 1 pupils recall learning about dissolving solids in liquid from an experiment involving jelly beans and water when they were in the Reception Year.

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Attendance and behaviour Strong standard

Leaders are tenacious in their determination to have every pupil in school every day. When this is not the case, leaders act swiftly to understand the reasons for absence. They use their regular analysis of attendance data to identify any pupils causing concern. Leaders build trusting relationships with families so that they can support them to overcome any barriers to regular attendance. This work is very effective. As a result, overall attendance is above the national average. While the number of pupils with high levels of absence is well below average, leaders continue to work on reducing this further.

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Attendance and behaviour Strong standard

Pupils learn without disruption in happy, productive classrooms. They play harmoniously at breaktimes and socialise well in the dining room. Relationships are warm and respectful, pupils look out for each other and unkind behaviour of any type is extremely rare. This is because leaders' expectations are crystal clear, age-appropriate and reinforced consistently well by staff. Pupils know the school rules. They learn about key behaviours from animal puppets such as 'focused fox' and 'collaborative crab'. Tommy and Timmy tortoise, who live on site, help pupils make positive choices. On the rare occasions that pupils struggle to meet expectations, leaders ensure they receive sensitive support to improve.

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Curriculum and teaching Strong standard

The curriculum is well established. It is broad, balanced, ambitious for all and thoughtfully designed to cater for pupils in the infant age group. Leaders make sensible adjustments to the curriculum according to the needs of each cohort of pupils. For example, changing pupil numbers in recent years have led to a mixed-age Reception Year and Year 1 class. Leaders considered the needs of this class extremely carefully before adapting the curriculum and teaching approaches so that all pupils access the appropriate content for their age and stage. Basic skills in reading, writing and mathematics are at the heart of the curriculum. Staff are relentless in their determination to ensure pupils' knowledge of these is secure so that they can learn well across all subjects. When staff spot errors or misconceptions, they are quick to address these. Effective and targeted teaching sessions, for example in handwriting,

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Curriculum and teaching Strong standard

phonics or early mathematics, mean that any gaps in pupils' knowledge close quickly.

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Curriculum and teaching Strong standard

Staff deliver the curriculum confidently and enthusiastically. Their subject knowledge is secure and they use teaching approaches effectively, for example questioning and modelling. Whether pupils face barriers to learning or are ready to learn at a higher level, staff are increasingly skilled at adapting their teaching to maximise pupils' achievement.

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Early years Strong standard

Children get off to an excellent start in the early years. Through home visits, liaison with previous settings and well-planned transition arrangements, staff get to know children and their individual needs very well. This means children feel safe and well cared for. They settle quickly and are ready to learn from an early stage.

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Early years Strong standard

The early years curriculum is appropriately broad and ambitious. It sets out precisely the essential knowledge children must learn, while remaining flexible to accommodate their changing needs and interests. Staff design exciting activities that enhance children's learning during play-based sessions. Their interactions with children are consistently purposeful and effective. Staff model key language, prompt children to think more deeply and help them develop skills such as balancing on the trim trail or throwing and catching a small ball. Staff know when to support and when to step away. They encourage children to be independent, curious and confident learners, regardless of their needs and starting points.

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Early years Strong standard

Children's early reading and writing skills are developed through expertly taught phonics sessions. Carefully chosen stories extend children's vocabulary and make links between different aspects of their learning. Overall, children achieve very well and are more than ready for Year 1 by the end of the Reception Year.

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Inclusion Strong standard

Leaders have high expectations for all pupils, regardless of their needs or starting points. They are swift to identify any barriers pupils face, either before or soon after pupils join the school. Leaders carefully plan provision to remove barriers and enable pupils to thrive. They share information with staff and provide training that ensures they are equipped to meet pupils' specific needs consistently well. Leaders' effective partnerships with external professionals, such as the local authority, strengthen the school's training offer and inclusive practices.

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Inclusion Strong standard

In 'The Nest', a small number of pupils with special educational needs and/or disabilities receive highly effective personalised provision that helps them learn. Leaders monitor this, and other provision for pupils with additional needs, rigorously. If they spot something that is not working as well as intended, they respond immediately, making adjustments, providing additional training or redeploying staff to maximise their impact. As a result, all pupils progress well, and sometimes very well, from their various starting points. Leaders plan the use of additional funding for disadvantaged pupils carefully and strategically. This helps pupils succeed academically and develop personally. Disadvantaged pupils achieve very well. They enjoy the full range of wider opportunities available at the school, such as leadership roles and extra-curricular activities.

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Leadership and governance Strong standard

Leaders know their school and pupils very well. Their decisions are informed by a meticulous approach to monitoring and quality assurance. This gives leaders a detailed understanding of what is working well and what needs to improve. They set the right priorities at the right time.

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Leadership and governance Strong standard

In the last year, there have been changes at the school, for example in staffing, the structure of the school day and pupil numbers, resulting in the introduction of a mixed-age class. Leaders have managed these changes sensitively, with consideration for staff's wellbeing and workload. As a result, staff are wholly committed to leaders' vision for the school.

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Leadership and governance Strong standard

Governors work effectively alongside leaders. They fulfil their statutory duties in relation to matters such as safeguarding and equalities. The range of expertise on the governing body is an asset, and leaders value governors' contributions to change programmes. Governors support and challenge leaders appropriately, sometimes robustly, and always from a well- informed place with pupils’ best interests at heart.

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Leadership and governance Strong standard

A carefully considered programme of professional development is shaped by leaders' vision for excellence and priorities for improvement. Staff value the training they receive. They embrace and often seek out opportunities to develop their practice.

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Leadership and governance Strong standard

Leaders are highly reflective and outward-looking. They develop effective partnerships, for example with the local authority, other schools, community groups and parents. These relationships consistently enhance the school's provision and pupils' experiences.

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Personal development and wellbeing Strong standard

The personal development and wellbeing offer is particularly impressive given the school's small size and the young age of its pupils. Leaders have designed a programme that is shaped by pupils' needs, interests and circumstances. This includes a well-sequenced and appropriate curriculum for personal, social and health education (PSHE). Assemblies, visitors, trips, themed days and extra-curricular clubs supplement curricular learning and enhance the personal development and wellbeing programme.

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Personal development and wellbeing Strong standard

In PSHE, pupils learn about healthy lifestyles, family structures, positive relationships and personal safety. Their knowledge of these topics develops securely and in an age- appropriate way. Pupils are well prepared for life in modern Britain. For example, they understand why we have rules both in and out of school. They are exposed to democratic processes through the school council, which gives them a voice in school improvement. Older pupils develop leadership skills and a sense of responsibility by taking on important roles. A range of extra-curricular activities provides ample opportunities for pupils to develop their talents in music, drama, sports and the arts. Pupils show kindness, tolerance and respect to each other, regardless of their differences. They learn about a range of faiths in religious education lessons and extend their understanding of different languages, cuisines and customs on 'culture days'. Pupils have

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Personal development and wellbeing Strong standard

opportunities to make a difference to others in and out of school. For example, they visit a nearby dementia group and sing in the local community.

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Personal development and wellbeing Strong standard

Wellbeing is a priority. Pupils learn to value their own mental health. They appreciate the pastoral care on offer, such as 'happy/sad club'. Daily massage sessions help pupils to relax and get ready to learn after the excitement of lunchtime play. Every pupil has a trusted adult they can go to with worries. Tommy and Timmy tortoise are always available as good listeners.

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

This is a happy, friendly school that pupils enjoy coming to every day. Pupils are safe here. They know that staff care about them and will listen to any worries they have. Bullying does not happen and pupils trust staff to help them resolve any friendship issues they encounter. As a result, attendance is high and few pupils miss learning through absence.

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

Pupils enjoy learning. Expert teaching across the curriculum enables them to achieve highly. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Success begins in the early years, where a carefully planned balance of taught and play-based sessions gives children strong foundations for later learning. By the end of the Reception Year, children are more than ready for the challenges of Year 1.

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

The school is highly inclusive. Pupils who face barriers to learning and/or wellbeing are very well supported. They participate fully in learning activities and wider experiences, thanks to the skilful adaptations and adjustments staff and leaders make for them.

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

High expectations and clear routines help pupils learn how to make the right choices about their behaviour. These are consistently reinforced by staff. They are brought to life by 'Tommy Tortoise', 'Ritzy Rat' and a cast of animal puppets who remind pupils of key learning behaviours such as focus, curiosity and collaboration. These are explicitly taught in the early years so that children know what is expected of them from the moment they start school. Consequently, classrooms are calm, pupils engage well with learning and a culture of kindness and respect prevails.

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

Pupils enjoy numerous trips, clubs and experiences that enhance their time at school. 'Culture days' help them to celebrate diversity and learn about the wider world. Older pupils develop leadership skills and confidence through roles such as school councillors, reading leaders, play leaders and eco-leaders.

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Lead inspector:

Caroline Crozier, His Majesty's 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 15 September 2026

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Next steps

Leaders should ensure that their positive work on attendance further reduces the number of pupils who are persistently absent from school, including disadvantaged pupils, so that every pupil benefits fully from the rich experiences on offer. Leaders should continue to support teachers in the adaptations they make to meet the range of pupils’ needs, particularly those pupils who are ready to achieve at a higher level.

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About this inspection

The chair of the board of governors in this school is Sarah Pontikis.

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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 the special educational needs coordinator/deputy headteacher during the inspection. The lead inspector also spoke with governors, including the chair of governors, and with a representative from the local authority.

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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 uses no alternative provision.

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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) 5.7% 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

2024/25 (3 term) 11.6% 13.0% Close to average

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national average

2022/23 (3 term) 14.0% 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. 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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