Lark Hall Infant & Nursery Academy

What Ofsted said

From the inspection on 3 March 2026

Pupils, parents and carers unite in their view that Lark Hall is a caring and special community. Most pupils attend school regularly. They arrive ready to learn and keen to see their friends. They build warm, trusting relationships with staff. This helps them to feel safe and settled. Staff know pupils well. They notice quickly when a pupil needs extra help and respond with care and encouragement. As a result, pupils become more independent. They learn how to manage difficulties with growing resilience. Many children start school with an early understanding of vocabulary and language. Staff build pupils’ language step by step, so they become confident in using new words accurately in their learning. In time, they begin to better comprehend what they are learning. Pupils achieve well. Many leave the school as increasingly fluent readers, writers and mathematicians. Pupils with special educational needs and/or disabilities learn the same curriculum as their peers. Staff ensure all pupils are included in lessons and in the wider life of the school. Pupils behave well in class and around school. They understand the school’s expectations and show a strong sense of belonging. They learn how to be a good friend and to be accepting of others. Pupils know what bullying is. They say it does not happen often and trust adults to deal with it quickly. This adds to their sense of happiness and safety. Pupils enjoy learning and are keen to talk about what they know and remember. They like it when lessons make them think deeper and challenge what they know. Pupils take pride in holding responsibilities that help the school run smoothly. This makes them feel valued and mature. By the time they leave, pupils talk fondly about their time at the school and feel well prepared for the next stage of their education.

What the school should improve

• Leaders should further develop staff expertise to adapt teaching so that all pupils, especially those with special educational needs, progress well across the curriculum.
• Leaders should check pupils are routinely given opportunities to apply their understanding of number and the methods they use to calculate, to reason mathematically, and to deepen their understanding of mathematical concepts, so that they develop their mathematical skills consistently well.
• Leaders should make sure teachers identify errors in pupils' learning promptly, such as incorrect letter formation, so that small mistakes do not become long-term barriers to pupils being able to apply their learning fluently.

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