Anstey First School

What Ofsted said

From the inspection on 14 April 2026

Pupils experience a calm, welcoming and nurturing school. The values of respect, resilience and responsibility shape their daily life. Pupils speak positively about school. They say that staff are kind and help them when learning feels difficult. One pupil said, ‘Everyone is very kind and helps you if you are feeling down.’ Another explained, ‘I like doing work, all of the work.’ These views reflect pupils’ positive attitudes to learning. Pupils generally achieve well from their various starting points. They benefit from clear routines and purposeful teaching. Pupils learn to read early through a structured phonics programme. They read books that match their stage of learning. Pupils build knowledge through ‘big questions’, which help them remember what they have learned. They are well prepared for their next steps. This includes moving on to middle school, supported by effective transition visits. Pupils in this small community play together happily across age groups. Bullying is rare. They feel included in all aspects of school life. Pupils take part in wider experiences such as forest school, music, clubs and community events. This helps them build confidence and independence. They would like to learn more about different jobs they could do in the future and to take part in more trips beyond the local area. Pupils in the early years settle quickly. They choose activities independently and develop their language through purposeful interactions with staff. Pupils behave well. They show positive attitudes to school. They follow clear routines, treat others fairly and resolve disagreements with staff support. Pupils feel safe and know who to talk to if they are worried. They attend regularly. Those who find school difficult receive effective support that helps them attend more often. Largely, pupils achieve, belong and thrive in a school that places their wellbeing and happiness at the centre.

What the school should improve

• Leaders should rapidly embed the new well-sequenced personal, social and health education programme. They should ensure it is taught consistently well so pupils gain the knowledge needed to understand what it is like to live and thrive in modern Britain.
• Leaders should improve the identification of pupils who have barriers to their learning. They should provide targeted staff training, including in the early years, to ensure consistent delivery of the graduated approach and strengthen their oversight of any alternative provision use.

Read the full Ofsted report (opens in a new tab)