Marsden Infant and Nursery School

What Ofsted said

From the inspection on 5 June 2024

Marsden Infant and Nursery School is warm and welcoming. Pupils arrive in the morning with smiles on their faces. They are kind, respectful and tolerant towards each other. Pupils have excellent relationships with adults who, being part of a small school, know each pupil very well. Pupils enjoy learning and behave well. There is a calm sense of purpose around the school. There is little disruption in lessons. Pupils feel safe in school and bullying is rare. They attend school regularly and on time. The school's ambitions for the pupils are not fully realised. Pupils, because the curriculum is not well sequenced and delivered, do not know and remember enough of the knowledge they need to succeed. In some subjects, the key knowledge and key vocabulary that pupils should learn are not outlined in the school's planning. In these subjects, pupils do not make the progress of which they are capable. Parents and carers are supportive of the school. They appreciate the level of care and support pupils receive in this inclusive school, especially those pupils with special educational needs and/or disabilities (SEND). One parent said, 'All staff show genuine concern for all children. My child literally skips into school.'

What the school should improve

• The school has not evaluated the impact of some subject curriculums in a focused and timely manner. Curriculum changes have not been made swiftly enough. The school should act assertively on its precise and regular evaluations of the curriculum.
• Curriculum planning is inconsistent. In some subjects, pupils cannot remember or talk about what they have learned. The school must ensure that all curriculum planning clearly identifies the specific knowledge, skills and vocabulary that pupils should learn
• In some subjects, teachers do not know where there are gaps in pupils' knowledge. As a result, learning activities are not well matched to pupils' needs. The school should ensure that gaps in pupils' knowledge are identified regularly.
• In the early years, some interactions between adults and children lack focus. Children do not make as much progress as they should. The school must ensure that staff have a clear understanding of the expected learning for each activity so that all interactions are effective.

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