Carr Infant School

What Ofsted said

From the inspection on 27 January 2026

Pupils do not receive a high-quality education at this school. The curriculum is not designed or taught well enough to meet their needs. This includes for pupils with special educational needs and/or disabilities (SEND). Pupils, including children in the early years, have gaps in their learning. Their basic knowledge in reading, writing and mathematics is not secure. These gaps persist for too long without being addressed. Pupils do not achieve as well as they should. Turbulence in leadership and staffing over time has led to challenges in making impactful changes that can be sustained. More recently, leaders have established higher expectations for pupils’ behaviour. Pupils follow the behaviour rules in place during social times. However, some pupils do not settle quickly enough in lessons and others occasionally disrupt learning. They enjoy being rewarded for making positive choices. Pupils move around the school calmly and sensibly. Pupils feel safe, settled and happy. They enjoy coming to school and most attend regularly. However, disadvantaged pupils miss too much school. Pupils form positive, warm relationships with staff. They know who they can speak to if they have any worries or concerns. They say that there is no bullying here. The school has not considered the broader offer in place to support pupils’ personal development carefully enough. While external visits do take place, these do not enhance important knowledge that pupils need to learn. The curriculum for personal, social and health education is not taught consistently well. Pupils, including those with SEND, do not learn important knowledge, for example, about diversity, relationships and keeping healthy. Pupils enjoy the opportunity to take part in a range of additional clubs.

What the school should improve

• Governors must ensure that they develop the skills and expertise needed to enable them to hold leaders to account effectively across all areas of the school’s work. • Leaders should continue to improve how well pupils achieve, particularly in acquiring the foundational knowledge they need in communication, reading, writing and mathematics. • Leaders should strengthen curriculum delivery by ensuring that staff have the expertise and high expectations needed so that pupils secure the key knowledge and skills required to be fully prepared for their next steps. • Leaders should improve the provision for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils to reduce barriers to their learning and wellbeing, in order for them to receive an effective education. • Leaders should ensure that all pupils in school, including those with SEND, receive a personal development programme that provides wider experiences and the knowledge they need to keep themselves safe and healthy. • Leaders should ensure that the curriculum in the early years is ambitious and designed to clearly identify the key knowledge children should learn at each stage. • Leaders should ensure that staff in early years have the expertise to secure high-quality interactions to help all children develop the necessary foundational knowledge for their future learning. • Leaders should maintain a sharp focus on improving attendance and reducing persistent absence, especially for disadvantaged pupils. • Leaders should improve pupils' behaviour in lessons so that their learning is not impeded by low-level disruption.

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