Meath Green Infant School

What Ofsted said

From the inspection on 9 June 2026

Pupils come to a warm, family-feel school where they feel safe, valued and happy. They talk about their friends as kind and caring. Pupils know how to keep themselves safe and that adults will listen and help them if they are worried. Pupils say they do not want to leave when they reach the end of their time at Meath Green Infant School. Pupils keenly help others and strive to make the school a happy and caring place for everyone each day. Pupils come to school regularly and enjoy all it offers. Pupils behave well in class and try hard with their learning. They follow clear routines and like praise when they make good choices. Around school, they are polite, respectful and friendly to others and to adults. Pupils enjoy the structured playtimes to keep them busy and active. High-quality care and support help pupils understand feelings and become more resilient. If any unkind behaviour happens, staff sort it out quickly so that pupils feel safe. Pupils enjoy lessons and join in with interest across the curriculum. They speak clearly about their learning in different subjects and use the right words. Pupils love the brand-new library space, where they grow in fluency through phonics and a love of books. Pupils speak avidly about the school trips and outdoor learning, which widen their experiences. Pupils welcome the enrichment club offer, which includes street dance, yoga, coding, and arts and crafts. Pupils achieve in line with their peers nationally and are typically ready for the next stage of school. Most pupils make secure academic progress from their starting points, including disadvantaged pupils and those with special educational needs and/or disabilities. Barriers are found and reduced so that pupils can learn successfully. Pupils' writing is less consistent at times, but pupils do build key skills and confidence.

What the school should improve

• Leaders should ensure that staff have continued access to evidence-informed professional development to enable greater impact in the teaching of the curriculum.
• Leaders should further refine and clarify the end points through the English and literacy curriculum so that these clearly support all pupils securing the foundational knowledge and skills they need.
• Leaders and governors should further refine their quality assurance systems and processes to sharpen the focus on the impact of leaders’ strategic priorities.

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