Cranmore Infant School

What Ofsted said

From the inspection on 9 June 2026

Pupils enjoy coming to Cranmore Infant School. They describe it as a happy, kind and safe place to learn. Pupils confidently discuss their enjoyment of learning. Pupils know what is expected of them as routines are clear and consistent. They behave very well in lessons and play happily together at playtimes. Pupils do not worry about bullying. They are confident that any issues they might have will be resolved quickly by staff. Pupils live out the school values of kindness, enthusiasm and honesty, taking care of one another. Pupils generally achieve well. They engage positively in lessons, and they are attentive to their teachers. Children in Nursery and Reception Years build secure foundations in their learning and development, including early reading, writing and numbers. Typically, staff adapt their teaching to meet pupils’ individual needs well. Where pupils have gaps in their learning, leaders act to improve provision and offer appropriate support. This aids pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, to learn successfully and make suitable progress from their starting points. Pupils know that it is important to attend school regularly. Pupils’ attendance is improving. Most children now attend well, and overall attendance is near to the national average. A small minority of pupils are severely or persistently absent. Leaders are aware of this and are taking suitable action to support these pupils and their families. Pupils appreciate the activities on offer to them to develop their interests and talents, such as gymnastics, drama or gardening club. Older pupils speak eagerly of their recent visit to a local adventure centre and flying down a zip wire. Overall, pupils are well prepared for their next steps in life as they move forward to junior school.

What the school should improve

• Leaders should more closely analyse the performance of different vulnerable groups of pupils so they can more precisely monitor and act on priorities to improve.
• Leaders should continue to check carefully that their attendance strategy is having the intended impact to raise pupils’ attendance rates, particularly those who are disadvantaged.
• Leaders should build on their current work to ensure that expectations of children’s writing in core subjects are maintained across the wider curriculum.

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