Hyde Park Infants' School

What Ofsted said

From the inspection on 2 June 2026

This school is in a striking Victorian building in the heart of Plymouth city centre. It is inclusive and welcoming. Pupils see their school as a safe place to learn. They feel comfortable and relaxed. One pupil said, '[It] helps me see who I am and is a place where I can be myself.' Pupils enjoy coming to school, and this results in high rates of attendance. Classrooms are friendly and calm, allowing pupils to concentrate on learning. Leaders have focused intently on creating a school environment that is welcoming. Low lighting and plants create inviting areas for learning. Leaders have deliberately designed the colour palette, devised learning walls and created quiet nooks. This ensures that pupils are engaged but not overstimulated and have spaces to unwind when needed. Teaching routines are consistent and clear. Pupils understand what their teachers expect of them and learn well. Teachers create focused classrooms where pupils engage in their learning. Year 1 phonics screening checks show above-average results. This reflects the benefits of improved teaching, staff training and careful tracking of pupils' progress. Pupils thrive in this inclusive environment. They build a strong sense of belonging. The school has earned the title 'School of Sanctuary'. This shows its focus on building empathy and ethical awareness. Pupils that find learning difficult get the extra help they need. Many benefits are available to all pupils, but when appropriate, more tailored support is available. Pupils become familiar with their next phase of education because the local junior school is on the same site. Pupils from both schools can take up leadership roles, such as joining the school council. They can attend breakfast club and after-school club together. These opportunities help them socialise and work together. This allows friendships to form early.

What the school should improve

• Leaders should ensure that they carefully check the progress of all pupils who face barriers to their learning with greater accuracy and precision in order to ensure their progress is maximised.
• Leaders must ensure that information about what pupils have learned and can remember is used effectively to adapt future learning in order to successfully build greater knowledge over time.
• In order to ensure the best possible outcomes for all pupils, senior leaders should continue to embed and further expand the skills of others who take lead roles in school. This will ensure a greater level of precision across all areas.

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