Glebe Infants' School

What Ofsted said

From the inspection on 20 May 2025

Pupils enjoy coming to this friendly and welcoming infant school. They feel safe and happy. As a result, they attend well. The school is committed to providing a high-quality education. In the past year, the new leadership team has worked at pace to implement changes to the curriculum and the behaviour system. While the school wants pupils to succeed, recent outcomes have shown that many pupils do not achieve as well as they should. Some pupils are not well prepared for their next steps in education. The three school promises and the school values of 'perseverance, trust, respect, friendship, forgiveness and courage' guide pupils' conduct and help to develop their character. Clear expectations and high-quality pastoral support ensure that pupils display a sense of belonging. In the classroom, pupils' behaviour is calm and purposeful. In the playground, pupils create their own games or climb on the ropes and trim trail. When needed, trusted adults help pupils to resolve any disagreements sensitively and effectively. Pupils enjoy different after-school clubs, such as gardening, dance, reading and multi- sports. These support pupils to cultivate new interests and talents. Pupils engage in activities such as sports day, which help to strengthen their skills in teamwork and resilience.

What the school should improve

• In some subjects, the school has not identified the key knowledge that pupils should learn from early years to Year 2. This hinders teachers in designing learning that helps pupils build their knowledge over time. The school should ensure the key knowledge in all subjects is identified so staff are clear about what pupils should learn and how and when it should be taught.
• The implementation of some aspects of the curriculum is not yet consistent. Pupils have limited knowledge as a result. The school should ensure that the implementation of the curriculum is reviewed and that staff have the understanding and expertise to successfully build pupils' knowledge in all areas.
• The current support for some pupils with SEND lacks the precision and rigour needed to ensure meaningful progress across the curriculum. As a result, some pupils with SEND have gaps in their knowledge and do not achieve as well as they should. The school needs to ensure that there are robust systems in place to ensure that support is consistently meeting pupils' needs and driving their achievement.

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