Chilvers Coton Community Infant School

What Ofsted said

From the inspection on 3 February 2026

Pupils experience a warm, nurturing and inclusive environment. They feel safe and valued for their unique qualities. Staff build strong, trusting relationships with pupils, and support is caring and responsive. Pupils know who to talk to if they are worried. They use a range of age-appropriate strategies to help manage their emotions. Bullying is rare. Pupils are confident that staff will act quickly and fairly if concerns arise. Behaviour across the school is calm and respectful. Pupils understand routines well and help one another meet expectations. They show kindness and pride in their actions. They demonstrate the school’s '5 Cs', 'curious, collaborative, confident, caring and courageous', in lessons, at play and in the wider life of the school. The popular 'Sparkle and Shine' rewards system motivates pupils to do their best and celebrates their successes. They cheer on each other’s achievements. Pupil voice is valued through the active school council and the 'happiness heroes'. These make sure pupils' ideas and views influence school life. Pupils' attendance is positive, especially for those who are disadvantaged or have special educational needs and/or disabilities (SEND). Pupils enjoy their learning and take pride in their work. They achieve well, particularly in early reading, writing and mathematics. Pupils with SEND receive well-targeted support that builds their confidence and ensures that they can learn successfully alongside their peers. The school’s rich and diverse culture shines through daily life. Pupils enjoy a wide range of enrichment experiences that help them grow in confidence and celebrate who they are. The vast and varied outdoor play provision provides creative and inclusive opportunities. Those with SEND sometimes take the lead in designing play features. By the time pupils leave the school, they are confident learners, thoughtful friends and well prepared for the next stage of their education. Leaders are clear that pupils should 'thrive, not simply cope'. This commitment is evident throughout the school.

What the school should improve

• Leaders should continue to refine the wider curriculum by identifying the precise knowledge and vocabulary pupils must know and remember in each subject. Leaders should ensure that checks on learning enable teachers to see how securely pupils retain knowledge over time so that learning builds consistently across year groups.
• Leaders should further strengthen the consistency of high-quality staff-child interactions across the early years, ensuring that all staff use questioning and vocabulary modelling that maximises learning. Leaders should continue to use structured support for staff and focused professional development so that these high-quality interactions become fully embedded.

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