Leyland Methodist Infant School

What Ofsted said

From the inspection on 7 May 2025

Pupils and staff are proud to be part of this inclusive and happy school. Leaders and staff have created strong, supportive relationships with pupils and their families. Pupils feel they are well cared for and are keen to do their best. From the moment children enter the Reception classes, they are encouraged to follow the school's rules. Pupils understand what is expected of them. They know they need to be 'ready, respectful and safe'. They follow the rules to the best of their ability. For those who may struggle with this, individualised support is offered. As a result, pupils behave well and school is a calm space with little disruption to learning. The school expects pupils to do well so that they are ready for junior school when that time comes. Pupils are enthusiastic and enjoy learning new things. They work hard and try their best in lessons. Pupils, including those with special educational needs and/or disabilities (SEND), typically achieve well in a range of subjects. Pupils enjoy a broad variety of experiences. Older pupils act as role models for younger pupils. Sports leaders support Reception children with their play during lunchtimes. A range of leadership opportunities ensure that pupils are able to contribute to the life of the school. For example, the school council were involved in the design for the new school logo. The ethos group are actively involved in raising funds for charities both near to home, for example, the local food bank and further afield, supporting a school in Uganda.

What the school should improve

• For a small number of subjects, the implementation of the refined curriculum is relatively new. This means that for some year groups there may be gaps in their previous knowledge as some content in the previous curriculum was not as clearly defined. The school should ensure that any gaps in pupils' knowledge as the result of previous curriculums are addressed so that pupils can deepen their understanding of these subjects over time.
• The school does not prioritise with sufficient rigour the teaching of early transcription and letter formation. This hinders the development of pupils' early writing skills. The trust should ensure that the school gives greater focus to letter formation and pencil grip so that pupils gain the necessary knowledge to become proficient writers.

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