Limes Farm Infant School and Nursery

What Ofsted said

From the inspection on 18 October 2022

Pupils enjoy learning at Limes Farm Infant and Nursery School. They are polite and welcoming. Pupils develop positive relationships with each other and with staff. They say that they feel safe in the school. It is a happy place to be. Many parents share this view, saying the school has a 'warm manner' and that children come home happy. Staff have high expectations of pupils' behaviour, including those with special educational needs and/or disabilities (SEND). Pupils understand these expectations and behave well around the school. There is a calm atmosphere. Pupils are rarely unkind to each other but when this happens, pupils say that staff deal with it quickly. Teachers put this right. Through the personal, social and health education (PSHE) curriculum content, in lessons and through other activities, pupils develop their awareness of culture and diversity. Children in the early years, for example, worked on activities which celebrate Diwali. The school's recent 'diversity day' saw pupils come to school wearing clothes which celebrated their culture. Pupils have opportunities to help others in the school. At playtimes, well-being ambassadors look after those who might need help or want someone to play with. They say it is about 'being kind'.

What the school should improve

• Some pupils are not catching up with their reading fluency as quickly as they could. When this happens, they find it more difficult to access the curriculum and may fall behind. Leaders need to review the catch-up programme to ensure that the strategies in place are effective in supporting those pupils who struggle to read to catch up promptly.
• The early years leaders are new to leadership. While the curriculum provides children with a positive start to their education, leaders in the early years are yet to develop the skills they need to support them to evaluate and improve the curriculum over time. Leaders should ensure that new leaders have the time and training they need to help them to evaluate the curriculum precisely, so that children's achievement and their transition to key stage 1 continues to improve.
• Many governors are new to their roles. Although they are beginning to fulfil their duties, some are less confident than others in supporting leaders and in holding them to account for the quality of provision. Leaders should ensure that training is put in place to give all governors the skills and knowledge they need to carry out their roles effectively.

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