Horndean Infant SchoolOfsted report card, 29 Sept 2026

Horndean Infant School

Address: Merchistoun Road, Horndean, Waterlooville, Hampshire, PO8 9LS Unique reference number (URN): 115982

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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 promote the importance of attendance effectively. A wide range of incentives encourage pupils to attend regularly. Leaders analyse attendance information rigorously to identify patterns and act swiftly where pupils face barriers to attendance. They work closely with families and external agencies to provide timely support. Leaders' targeted actions have resulted in remarkable improvements in attendance for both individuals and groups of pupils. For example, the impact of the school's bespoke 'rise and shine' provision over the past 12 months has had a very positive impact on particular pupils' attendance, punctuality and behaviour.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent. The school's highly successful approach is underpinned by the school's values and staff's abundant recognition of pupils who do the right thing. Older pupils are exemplary role models and help younger pupils. Pupils consistently show focus, resilience and concentration. They want to work hard and be kind to each other. Leaders ensure that pupils understand the rules and support them to make consistently positive choices. Staff teach the school’s routines consistently well. Children right from nursery benefit from simple instructions and encouragement, such as 'wonderful walking'. Consequently, pupils learn in a calm and orderly environment. When necessary, leaders intelligently adjust their approach to help pupils understand and meet the behaviour expectations. This means that all pupils know the expectations and boundaries.

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Inclusion Strong standard

This is a highly inclusive school. Leaders are relentless in their ambition to ensure that all pupils feel like they belong and experience success. They get to know pupils quickly when they join. Leaders invite families into school to develop a holistic understanding of pupils and their needs.

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Inclusion Strong standard

Leaders make rigorous checks on the impact of extra support provided to pupils who face barriers to learning. This includes pupils with special educational needs and/or disabilities (SEND), economic disadvantage and those who are known or previously known to social care. Consequently, the support that the school provides to vulnerable pupils remains precisely focused on what they need.

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Inclusion Strong standard

Staff receive training that builds their confidence and expertise in supporting a wide range of needs. Leaders work closely with external specialists, including speech and language therapists and educational psychologists, to review and refine provision further. As a result, pupils with SEND make secure progress from their starting points.

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Inclusion Strong standard

Leaders spend funding for disadvantaged pupils carefully and strategically. It makes a significant difference to these pupils’ experience of school. They achieve highly, access the school's provision fully and feel included. They are very well prepared for the next stage of their education.

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Personal development and wellbeing Strong standard

Leaders prioritise pupils' personal development. The extensive programme of learning follows a logical sequence. It builds pupils' sound understanding of topics such as healthy relationships and staying safe, including when online. Leaders carefully monitor pupils’ learning to make sure that they securely develop relevant knowledge and skills.

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Personal development and wellbeing Strong standard

There is a relentless focus on pupils’ emotional wellbeing and resilience. Leaders are deeply committed to supporting the wellbeing of all pupils. They identify pastoral needs quickly because of the well-developed systems they have put in place and because of the trusting relationships they have built with pupils and their families. Well-trained staff deliver highly effective support. This helps pupils to understand and process their emotions.

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Personal development and wellbeing Strong standard

Pupils understand the important messages given to them about fundamental British values, such as democracy and individual freedom. They learn these in an age appropriate way through 'Horndean UNITED'. Children right from the nursery learn about the values such as uniqueness, never giving up, independence, teamwork, be engaged in what they are doing and be dependable to others. Pupils demonstrate these values throughout the school day. For example they develop their independence in Year 2 by individually voting for class rewards or choosing classmates to represent them in leadership roles, such as young governors.

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Personal development and wellbeing Strong standard

Pupils also benefit from a broad and carefully planned programme of experiences beyond the classroom, including a comprehensive outdoor learning programme. Regular trips and visitors to the school also enhance the curriculum. Leaders track pupils' participation closely, ensuring that vulnerable pupils benefit as fully as their peers. As a result, inclusion is evident throughout the school's personal development offer. Leaders understand the needs of their community and ensure that opportunities are accessible to all pupils. Staff make thoughtful adaptations so that pupils with special educational needs and/or disabilities and those who may face additional barriers can participate fully in enrichment activities.

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Achievement Expected standard

Pupils achieve well. By the end of Year 2, most pupils have the knowledge they need to be ready for their move to junior school. Pupils’ attainment in the phonics screening check is increasing, and typically above the national average. This is reflected in pupils’ ability to read with fluency. Leaders’ clear focus on reading ensures that pupils can access the full curriculum. Leaders have more recently prioritised early writing. The impact of this can be seen in many pupils’ work with increasing precision of letter formation and sentence structure. Leaders are now turning their attention to improving mathematical outcomes further. Pupils with barriers to learning achieve well. Pupils generally secure knowledge across the wider curriculum. For example, they talk confidently about their learning in music and art and design. The work they produce and can talk about reflects a secure level of understanding across the full range of subjects taught.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and teaching. They have recently refined the curriculum to ensure the most relevant and important elements are covered in more detail. For example, the writing curriculum in Year 1 has been developed to focus on the key elements required for early sentence structure. Across the curriculum, the key knowledge, skills and vocabulary that pupils need to know is set out well, and is appropriately challenging. Teachers focus on the essential learning that pupils need in reading, writing and mathematics. This begins in the early years and develops across key stage 1.

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Curriculum and teaching Expected standard

Within lessons, teachers check what pupils know and understand. However, sometimes, this information is not used precisely enough to enable pupils to build on their previous learning as well as they could. Consequently, sometimes pupils are not given the opportunity to deepen their learning. For example, in mathematics pupils who are ready to develop their reasoning skills further are sometimes not given the opportunity to do so.

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Curriculum and teaching Expected standard

Staff make sure that pupils with barriers to their learning are a priority. Staff are skilled in making thoughtful adaptations to learning where necessary. They provide additional time, resources and explanation to these pupils to support them to learn well.

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Early years Expected standard

Relationships are very positive. A warm, supportive culture is quickly established at the very early stages of the academic year, both in the nursery and reception classes. This demonstrates the secure practices of staff to support the wellbeing and welfare of children. Children are encouraged to develop independence, including self-care skills, and positive behaviours for learning. Children feel safe and happy in the care of staff.

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Early years Expected standard

Children get off to a secure start in the early years. They learn through a suitably designed curriculum that staff deliver effectively. The early years curriculum covers the 7 areas of learning in the early years foundation stage framework. It is appropriately sequenced. Activities provide opportunities for children to practise and embed their learning. Children enjoy looking at books and listening to stories. Through phonics, children learn individual letter sounds. They then use this knowledge to begin reading more complex words with increasing fluency. This helps prepare them well for learning in Year 1. However, on occasion, gaps in children’s learning are not addressed in a clear and timely fashion.

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Early years Expected standard

Children achieve well in the early years. Children with special educational needs and/or disabilities are well supported to access the curriculum. As a result, they make positive progress from their individual starting points.

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Leadership and governance Expected standard

Leaders and governors understand the school’s strengths and priorities for further improvement. They focus on making decisions that are in the best interests of pupils. Leaders have made a positive impact in the areas of their work that have been prioritised. For example, leaders have established an inclusive culture in which pupils feel a clear sense of belonging and behave very well. Leaders are self-reflecting and recognise there is still further work to do to fully meet the school's ambitious vision.

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Leadership and governance Expected standard

Governors have the expertise they need to govern effectively and meet their statutory duties. They ask highly pertinent, challenging questions to assure themselves of how well the school is working, including in safeguarding and financial management. Governors hold leaders accountable for the quality of the school. Leaders and governors share the commitment to make decisions solely in pupils' best interests.

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Leadership and governance Expected standard

Leaders have established a clear vision in which pupils are at the heart of everything they do. Staff describe a safe, very well ‑ led school where they feel valued, treated fairly and receive high-quality professional learning. They appreciate the consideration leaders give to their workload and wellbeing and are proud to work at the school. Parents and carers are overwhelmingly positive about the school. Many speak enthusiastically about the support both their children and they, as a family, receive. They praise the school's nurturing ethos and appreciate the support provided for pupils with special educational needs and/or disabilities. Typical words and phrases parents use to praise the school are 'over and above', 'nothing short of amazing' and that staff 'listen without judgement'.

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

Pupils are well supported in this warm, inclusive and ambitious school. Pupils love coming to school and speak enthusiastically about being part of 'Horndean United'. The personal development programme helps pupils to understand the world around them. They develop a secure understanding of equality and difference. This helps pupils to develop positive relationships and make sure everyone feels included. There is an abundance of respect that exudes throughout the school community. The deep-seated sense of belonging means unkindness is extremely rare.

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

Pupils attend well because they know they will be safe and well looked after. They look forward to learning new things and to the exciting opportunities available to them at school. Children in the early years develop secure core skills in early reading, writing and mathematics. All pupils at the school enjoy the curriculum that is on offer and the range of outdoor learning opportunities. They benefit from a broad curriculum that supports each aspect of their development. As a result, most pupils achieve well.

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

Pupils who have a greater level of vulnerability are wholeheartedly embraced as members of the school community. The school seeks to understand as soon as possible what barriers or difficulties a pupil may face. They then do all they can to help, support and improve the chances of success for these pupils. This includes pupils with special educational needs and/or disabilities. Pupils behave extremely well in lessons and around the school. They move calmly between activities, follow routines consistently and show consideration for others. Pupils across the school play well together. Through outdoor play, they develop a secure understanding of cooperation and how to manage risks. They respect their peers, surroundings and play equipment. Recent developments at playtime now encourage pupils to play ball games, join in with team games, or cheerlead to disco music.

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Next steps

Leaders should continue to strengthen the use of assessment across the whole school to ensure that teaching is adapted precisely to allow all pupils to learn more, including the most able.

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About this inspection

The co-chairs of the board of governors in this school are Laura Duff and James Phelan.

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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

The inspection took place on 29 and 30 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 headteacher and other leaders within the school. The lead inspector also met with governors, including the co-chairs of the governing board and 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 also, under the same registration, runs a nursery for 3 and 4 year old children. It has a capacity of 27 children.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Sarah Hilditch, Ofsted Inspector David Stevenson, His Majesty's Inspector Matt Vernon, 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 29 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) 4.8% 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

2024/25 (3 term) 10.2% 13.0% 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

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

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