Liphook Infant School

What Ofsted said

From the inspection on 12 May 2026

Staff value, respect and know pupils well at Liphook Infant School. As a result of the care and consideration which is woven through interactions, pupils have a deep sense of belonging. This begins when the youngest children start in early years. Here, staff take time to form strong relationships with children to ensure a smooth transition into school. Pupils thrive due to the welcoming culture which is underpinned by the school’s values. They live out these values of ‘loving-kindness, respect and aspiration’ in all they do. Oracy lies at the heart of learning and helps pupils develop confidence and resilience. Pupils show high levels of respect and care for one another. Pupils benefit from well-considered enrichment activities, including clubs, trips and wider opportunities. These broaden their horizons. They talk eagerly about the ‘federation promise’ which entitles them to memorable moments while at school. These include coaching by a professional sportsperson or enjoying an experience which develops their cultural awareness. Leaders ensure that all pupils, particularly those who may otherwise miss out, can fully take part in these activities. Leaders and staff have consistently high expectations of behaviour. These are rigorously upheld. Consequently, pupils behave very well. Bullying is rare, but when concerns arise, staff act swiftly to provide the right support. As a result, pupils feel safe in school. Pupils are immensely proud of their school as it is a fun, calm and enjoyable place where they learn, in their words, ‘cool things’. There is a well-planned and ambitious curriculum. Pupils engage enthusiastically during lessons. The work pupils produce is of a high quality and demonstrates their commitment to learning. As a result of the engaging learning atmosphere and positive relationships, most pupils attend very well. Staff swiftly identify barriers to learning for pupils and work to provide the best possible support for individuals. This means that pupils achieve very well, including disadvantaged pupils and pupils with special educational needs and/or disabilities. Pupils are very well prepared for the next stage of education.

What the school should improve

• Leaders and those responsible for governance should ensure that there is a continued focus on implementing their curriculum to achieve and sustain exceptional standards of teaching, to bring about a transformational impact on the achievement of all pupils.

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