Melbourne Infant & Nursery School

What Ofsted said

From the inspection on 12 May 2026

Pupils are proud of their welcoming and happy school. Staff get to know pupils very well and treasure them. Parents and carers think highly of the school, valuing the care and education their children receive. Pupils say that staff are kind and they help them to learn the fascinating curriculum. If pupils have any barriers to their learning or wellbeing, they typically receive the right support to thrive like their peers. Pupils attend very well. Children in the early years make a positive start to their schooling which continues through to the end of key stage 1. Leaders ensure pupils develop readiness for learning, alongside securing the key knowledge and skills they need in reading, writing and mathematics to achieve well. With their many opportunities to learn about junior school life and make friends there, Year 2 pupils move on to the next stage with confidence. Pupils behave well. Staff make sure they gain a secure understanding of the school’s ‘STAR’ values and expectations. Pupils work well together to look after their school and each other. They know it's important to try their best and make positive choices. Pupils feel safe because bullying or unkindness happens only occasionally. They have confidence that staff will sort out any worries or problems. Pupils say that if anyone breaks the rules, ‘we learn from our mistakes.’ Pupils are very well prepared for life in modern Britain. Leaders, through a well-designed personal development programme, enable pupils to grow into positive citizens. Pupils’ learning is enriched with many memorable experiences that develop their character. Visits both locally and further afield help pupils learn about the wider world. Pupils speak enthusiastically about different cultures and understand the importance of respecting everyone’s views. Pupils learn about responsibility and are proud to be democratically elected for leadership roles such as school ambassadors. They help make important decisions and contribute to the life of the school.

What the school should improve

• Leaders should strengthen their oversight of the school’s work so they can identify swiftly, and address robustly, any inconsistencies in the teaching of the curriculum or in the implementation of policies and procedures.
• Leaders should ensure that teachers check pupils’ understanding regularly to provide timely feedback that addresses errors and misconceptions, particularly in relation to pupils handwriting and spelling.
• Leaders should strengthen their systems for supporting pupils with special educational needs and/or disabilities. This includes, setting precise targets and clearly defining support, in addition to engaging parents and carers more in the process.

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