Eastrop Infant School

Eastrop Infant School

Address: Eastrop, Highworth, Swindon, Wiltshire, SN6 7AP Unique reference number (URN): 137365

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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

Children get off to a flying start in the early years classes. Nurturing relationships and carefully planned learning experiences help children develop the knowledge and skills they need to thrive. Across the school, a precise focus on phonics and early reading helps pupils gain the knowledge they need to become confident readers. Additional daily reading and mathematics practice support pupils’ language development and mathematical fluency effectively. As a result, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, make secure progress in reading and mathematics from their starting points. They are well prepared for their next steps. However, leaders know that more work is needed to secure accurate letter formation so that more pupils develop a fluent handwriting style over time. In wider-curriculum subjects, pupils enjoy learning but some do not recall the key knowledge that leaders intend them to learn. This limits how well

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Attendance and behaviour Expected standard

Most pupils attend well and benefit from the school’s calm, nurturing environment. Leaders monitor patterns of pupils' attendance. They identify emerging barriers to regular attendance and work constructively with families to reduce these barriers. Leaders promote the importance of being in school every day. They provide timely and effective support if pupils' attendance begins to decline. For pupils who have additional vulnerability, leaders’ work is increasingly effective. When pupils are persistently absent from school, leaders typically take appropriate action. However, at times, leaders' analysis of this absence lacks sufficient precision to quickly identify patterns or trends for some pupils.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. As a result of pupils' positive attitudes, learning is rarely disrupted. Pupils show empathy for one another. Clear routines and respectful relationships between staff and pupils exist across school. These warm and positive relationships help pupils feel safe and ready to learn. Pupils say that bullying is rare. They know that staff deal with concerns swiftly and effectively.

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Attendance and behaviour Expected standard

Pupils, including some with special educational needs and/or disabilities, occasionally need additional support with their emotions. This support is well judged and effective. Thoughtful adaptations and appropriate strategies enable pupils to successfully access learning. As a result, pupils develop in terms of their confidence and independence.

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Curriculum and teaching Expected standard

Leaders have a clear and strategic oversight of the curriculum and teaching across the school. The introduction of a new curriculum builds on the school's curricular offer for pupils. This curriculum gives staff a detailed framework for learning. It sets out the important knowledge, skills and vocabulary that pupils need. The curriculum supports mixed ‑ age classes well. It helps pupils build knowledge over time. Educational visits and other curriculum enrichments add memorable experiences to classroom learning. These deepen pupils' learning and promote their enjoyment. Reading is a high priority across the school. Staff teach the phonics programme with accuracy and consistency. Books match pupils’ phonics knowledge closely. This strengthens the school's provision for early reading. Pupils receive timely support when this is needed. This helps secure foundations of learning for all pupils. Pupils focus well in lessons. They

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Curriculum and teaching Expected standard

Teachers benefit from regular professional development to help them teach the curriculum as leaders intend. Where teaching is most effective, teachers model new ideas clearly. They break learning into small steps and carefully check pupils' understanding of learning. However, checks of learning in the wider curriculum are not used consistently to understand precisely what pupils know and remember. As a result, pupils’ knowledge of key content in some subjects is not sufficiently secure and detailed.

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Early years Expected standard

Children make a positive start to their education in the early years. The nursery provides a vibrant, well ‑ resourced and nurturing environment where children learn through carefully planned play ‑ based experiences. Staff plan the provision with a careful focus on children’s welfare and their developmental needs. The indoor and outdoor provision is thoughtfully designed to promote and develop children’s language and learning. Staff create engaging opportunities to capture children’s curiosity. These activities encourage exploration, helping children to become confident, enthusiastic learners. This includes children with any disadvantage or vulnerability.

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Early years Expected standard

Transition arrangements between Nursery and Reception classes are well considered. Children settle quickly and are ready for new learning. Leaders make considered decisions about how the curriculum is organised. There is a clear focus on reading and language development. Phonics teaching is consistent. Leaders monitor the quality of provision closely. They use checks of learning to shape the curriculum. This ensures that children build their knowledge securely over time.

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Early years Expected standard

Familiar stories bring purpose to embedding children's learning. For example, when exploring 'Goldilocks and the Three Bears', children use appropriate vocabulary to compare size and heat. Mixing porridge helps them apply new words and concepts in meaningful ways. Staff promote high ‑ quality interactions, which extend children's vocabulary and promote their thinking skills. Relationships are warm and supportive. Children feel safe, secure and understood.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. Individual plans are reviewed frequently and set out clear actions and targets. Staff thoughtfully adapt learning for pupils with special educational needs and/or disabilities (SEND) or other vulnerabilities. This supports pupils to successfully access learning. Leaders identify that, at times, these adaptations are not applied with the same level of consistency across all subjects.

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Inclusion Expected standard

Pupils with more complex needs benefit from effective support that helps them feel safe, settled and ready to learn. Other pupils who face barriers, including young carers, access targeted pastoral provision. This builds their confidence and helps them develop positive relationships. Disadvantaged pupils are well supported. Leaders use the pupil premium funding to ensure that pupils access learning and enrichment opportunities. These pupils benefit from the same experiences as their peers and are included in the wider life of the school.

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Inclusion Expected standard

Leaders work closely with external agencies to secure the most appropriate support for pupils. Specialist advice informs and enhances the provision for pupils with SEND. Leaders act promptly when considering the most suitable provision, ensuring that pupils get the support to help them thrive. Pupils, including those known to social care, receive timely pastoral support. Staff ensure that provision promotes their wellbeing and their engagement with school.

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Leadership and governance Expected standard

Leaders, including those within the trust, know the school well. They understand its context, strengths and priorities. Leaders at all levels get the information they need to accurately evaluate the impact of the school's work. Their strategic decision-making has pupils’ best interests at heart. This includes pupils who are vulnerable or who need additional support. Leaders identify and prioritise their actions for improvement with insight, ensuring that school development is purposeful and manageable.

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Leadership and governance Expected standard

Those responsible for governance meet their statutory duties and provide appropriate oversight and challenge to school leaders. Governors understand the school’s priorities and hold leaders to account for progress against them. They monitor safeguarding and other aspects of the school with due attention, checking that leaders’ actions improve pupils’ welfare and education.

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Leadership and governance Expected standard

Leaders carefully manage the school's transition to a new trust. They ensure that any change is steady and does not place undue pressure on staff. Staff wellbeing and workload are appropriately considered. Leaders communicate clearly, adjust expectations when needed and ensure that staff feel supported, particularly during periods of change. As a result, staff are positive about their work. Their morale is high. Leaders place a high priority on firm focus on staff's professional development. Training develops staff's expertise and supports consistent practice. It facilitates continued improvement across the school. Leaders maintain constructive relationships with other professionals. Engagement with external agencies, parents and carers and the wider community ensures that the school's work supports a wide range of needs for children and pupils throughout the school.

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Personal development and wellbeing Expected standard

The school has a well-planned personal development programme that is rooted in the school’s values, which include respect, awareness and friendship. These values are evident through daily interactions, assemblies, curriculum-based learning and enrichment opportunities. The school's wider offer promotes pupils’ social, moral, spiritual and cultural development effectively. As a result, pupils demonstrate positive attitudes, build secure relationships and contribute positively to the school community.

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Personal development and wellbeing Expected standard

The school provides inclusive opportunities that support pupils’ wider development. Educational visits, visitors and community events enrich learning and help pupils understand the importance of contributing positively to others. Extra ‑ curricular clubs allow pupils to develop their interests and talents, and leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities access these opportunities alongside their peers. Pastoral support is thoughtful and responsive. Staff know pupils well and reinforce key messages about staying safe and maintaining healthy relationships. Vulnerable pupils receive tailored support that helps them develop confidence, resilience and positive relationships. Pupils feel valued, supported and cared for.

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Personal development and wellbeing Expected standard

Pupils receive relationships and sex education through a carefully planned programme that is appropriate to their age and stage of development. Pupils learn about healthy relationships, emotional wellbeing and how to keep themselves safe, including when online. Leaders promote British values through the curriculum and other experiences. Pupils learn about respect, individual liberty, democracy and the rule of law, for example. However, opportunities for pupils to engage directly with a wider range of communities, cultures and faith groups are less well developed. This limits how confidently pupils demonstrate a secure and detailed understanding of diversity, the protected characteristics or life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders monitor pupils’ experiences across the personal development offer. They gather feedback through pupil voice and staff discussions. Their evaluation of impact is not precise enough to show how well pupils develop their knowledge, understanding and attitudes over time, particularly for those who are vulnerable.

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

Pupils speak positively and proudly about their school. They say that adults help them feel calm, safe and ready to learn. Most pupils attend well, thriving in the school's nurturing environment as a result. Pupils settle quickly and move into their tasks with purpose. They are included in all aspects of school life. Staff encourage everyone to join in and try hard. Pupils who face barriers to their achievement or wellbeing get the support they need.

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

Pupils see their school as a place where learning feels enjoyable. They look forward most to their learning in subjects such as mathematics, reading and art. In lessons, pupils show curiosity and resilience. They remain focused on their learning. Teachers break the curriculum into clear, manageable steps. Pupils say this helps them make sense of ideas that might otherwise feel difficult. They practise their new skills with growing confidence. When learning becomes more demanding, pupils persevere. Staff support pupils to keep trying when they find something tricky. Pupils respond well to guidance, taking pride in producing work that reflects their best efforts.

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

Pupils enjoy learning beyond the classroom. They speak enthusiastically about gardening and outdoor lessons. They talk about how these experiences help them understand the world around them. Educational visits, including to a 19th century passenger steamship or a local farm, enrich pupils' learning and deepen their curiosity.

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

Pupils benefit from positive and respectful relationships across the school. Staff know pupils well. They take the time to understand pupils' individual needs. Pupils use their ‘high 5’ values to guide their choices and behaviour, showing increasing maturity and reflection. Pupils know who their trusted adults are and are confident that staff will listen and help them if necessary. Pupils say that bullying is rare. They know that any unkind behaviour is dealt with quickly.

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Next steps

Leaders should ensure that checks of how well pupils secure key knowledge across subjects enable teaching to quickly close any gaps, so that all pupils consistently build this knowledge over time. Leaders should ensure that their analysis of attendance patterns for vulnerable pupils is more precise, ensuring that their actions reduce absence for pupils where this remains a concern.

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About this inspection

This school is part of Grove Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Simon Cowley, and overseen by a board of trustees, chaired by Anne-Marie Howroyd.

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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

This inspection took place on Tuesday, 15 and Wednesday, 16 September 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with the head teacher, other senior leaders and staff. They also met with the interim CEO of the trust, who represented the governance of the school. Inspectors also spoke with pupils and with parents and carers.

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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 currently uses no alternative provision. The school also, under the same registration, runs nursery provision at Eastrop Junior School, Highworth, Swindon SN6 7AP. At the time of inspection, Grove Learning Trust is in the process of transferring to another multi-academy trust, The White Horse Federation.

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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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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

2024/25 (3 term) 4.6% 5.2% 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) 16.4% 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

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

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