Ashfield Infant & Nursery School

What Ofsted said

From the inspection on 30 June 2026

Pupils enjoy attending this welcoming school. They build positive friendships and look out for one another. At playtimes, pupils check whether anyone is standing with the ‘friendship bear’ and looking for someone to play with. When they notice someone waiting there, they quickly invite them to join their games. Pupils develop secure relationships with staff and feel confident sharing their thoughts and feelings. Staff and leaders deal with any incidents of bullying or discriminatory behaviour quickly and effectively. Pupils feel safe in this caring and supportive school. Pupils understand the school’s rules and routines. They generally follow them with support from staff. In lessons, pupils are keen to learn and eager to share what they know. Children in the early years receive effective support to develop confidence and independence quickly. Pupils’ attendance is broadly in line with the national average. They understand the importance of attending school regularly so that they do not miss important learning. While children in the early years achieve well, the quality of learning varies across key stage 1. Pupils develop the knowledge and skills they need in phonics, reading and writing. However, in some other subjects, their understanding is less secure and they find it difficult to remember what they have learned. Pupils who need extra help with their learning or wellbeing receive support through specific programmes. However, support in lessons is not always equally effective in helping pupils overcome the difficulties they face. Pupils, including those with special educational needs and/or disabilities, benefit from a range of extra-curricular opportunities that broaden their experiences and develop their talents. For example, pupils proudly take part in theatrical performances in front of large audiences. They also attend a range of clubs, including sports, choir and cooking.

What the school should improve

• Leaders should clearly define the key knowledge that they intend pupils to learn and ensure that lesson activities focus sharply on this knowledge, so that pupils achieve well across the curriculum.
• Leaders should ensure that staff use assessment strategies effectively to check that pupils have secured the intended learning and to identify when they are ready for more complex learning, so that pupils progress well through the curriculum.
• Leaders should ensure that adaptations and support in lessons effectively reduce the barriers to learning that pupils face, so that they can build on their learning securely.
• Leaders and governors should strengthen their monitoring processes to ensure that they have effective oversight of all aspects of the school's work, so that they can secure improvements swiftly and governors can provide effective challenge.

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