Bawnmore Community Infant School

What Ofsted said

From the inspection on 27 January 2026

Each day, pupils enter the school with joy and quickly settle into their learning. Their interactions with staff are full of warmth and respect. This is because every pupil is known, valued and appreciated as an individual. All pupils are welcome in this inclusive school. Pupils embody the school's values. This ensures they are well prepared for life beyond school. Pupils generally achieve well. They enjoy learning. Leaders have designed a well-structured curriculum that helps pupils learn about things that interest them. Pupils engage in regular outdoor learning. Where pupils find learning hard, staff support them well. This helps them to catch up. For example, most pupils pass the Year 1 phonics screening check because of the teaching and support they receive. Overall, pupils are generally well prepared for the next stage of their education. However, some children in early years do not have enough opportunities to develop their writing and language. This means that there are some gaps in their knowledge. By the time pupils leave the school, most have secured key reading, writing and mathematics knowledge, although some pupils form letters incorrectly. Leaders provide support for pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care. These pupils achieve well from their starting points. Leaders support their wellbeing and ensure they can access the full school offer. Lessons are generally free from disruption because pupils understand the rules and rise to the behaviour expectations. Pupils feel safe. They say staff deal with bullying or behaviour issues. Pupils attend well. This includes pupils with SEND and disadvantaged pupils. All pupils have the chance to engage in opportunities, such as trips to the zoo, forest school and joining a band. They speak enthusiastically about these. Leaders support many pupils to access these experiences.

What the school should improve

• Leaders should ensure that all staff in early years engage in high-quality interactions across the school day so that children develop their communication and language skills securely.
• Leaders should ensure that the implementation of the curriculum for writing across school, including in early years, supports pupils to achieve consistently high standards of handwriting.
• Leaders should ensure that their quality assurance systems, for example tracking participation in the full personal development offer or checking how well targeted support promotes pupils' progress, are as rigorous as possible so that they can evaluate the impact of their work robustly.

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