Booker Avenue Infant School

What Ofsted said

From the inspection on 7 January 2025

Pupils are kind and courteous. They show high levels of respect to their classmates. They enjoy their learning. Pupils behave well and rarely disrupt each other's learning. They have positive relationships with their teachers and staff. They are safe and happy. The school has high expectations for what pupils will learn. Many pupils, including some with special educational needs and/or disabilities (SEND), achieve well across the curriculum. Pupils are fond of their curriculum trips, such as those to the beach and to a farm. In the early years, these experiences help the children to practise using language to communicate in everyday situations. Music is central to school life. It is used to support pupils' mental health and their literacy development. Pupils consistently benefit from rich opportunities to sing and to perform for an audience. Pupils have access to several extra- curricular clubs, such as dance and sports clubs. Pupils, including the children in the early years, enjoy the new 'active play' initiative, which is a range of activities to promote their physical and social development. Pupils have a range of opportunities to take on responsibilities around the school, such as librarians, and mathematics and Makaton ambassadors. There is also a school council that contributes to decisions about some of the school's fundraising activities.

What the school should improve

• Some aspects of the school's curriculum thinking, including some of the learning activities that it designs, need further refinement. This includes the curriculum through which some pupils with complex SEND learn. At times, pupils do not securely learn some curriculum content. The school should ensure that the curriculum is designed and delivered consistently well, through activities that help pupils to gain the intended knowledge.
• The school does not adapt learning and support consistently well for pupils with additional needs. At times, this means that some pupils, including those with complex SEND, do not access their learning as well as they could. The school should ensure that staff have the knowledge and expertise to cater for pupils' different needs.
• The school, including governors, does not have a deep insight into how well the curriculum is implemented in all areas. This sometimes means that the school is not quick to respond to some issues with curriculum delivery that impact how well pupils achieve. The school should improve how it oversees the delivery and impact of curriculums, so that it can promptly address issues preventing pupils from learning all that they could.

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