Oakwood Infant and Nursery School

What Ofsted said

From the inspection on 12 May 2026

Pupils arrive happy and keen to start their day. They receive a warm welcome from staff. Staff build trusting relationships with pupils, which underpin all aspects of the school’s work. Pupils are polite and respectful. They know that staff will help them if they have a problem. They trust staff to deal quickly with issues such as bullying. As a result, pupils feel safe. Pupils settle into routines and understand the school's high expectations for behaviour and learning. This starts in the early years. Typically, pupils behave well in lessons and demonstrate a commitment to their learning. They enjoy playing together at break and lunchtimes. Pupils appreciate the range of equipment they can use on the playground and field. In lessons, pupils generally enjoy learning and try their best. This helps them to make progress and to be prepared for the next stage of their education. Children in the early years make a positive start to their education. Pupils take part in wider opportunities beyond the curriculum. For example, they enjoy outdoor learning. They build dens, explore nature and develop their teamwork skills. Pupils like attending the clubs that staff provide for them. The school's pupil ambassadors contribute positively to the safety and wellbeing of other pupils. Pupils and staff alike value the ambassadors' contribution to the school. Pupils learn about different cultures and beliefs. They show tolerance and know that it is acceptable to have different beliefs and views. Some pupils attend school regularly. A much higher proportion of disadvantaged pupils and pupils with special educational needs and/or disabilities do not attend school regularly enough. Some disadvantaged pupils do not get the support they need to overcome barriers to regular attendance. This limits how well they learn and how much they can achieve.

What the school should improve

• Leaders should evaluate the impact of the school's pupil premium strategy more effectively to ensure that initiatives regarding attendance and academic support benefit disadvantaged pupils as fully as possible.
• Leaders need to better analyse attendance information so that they can improve their work to increase the attendance of all pupils, including those with high rates of persistent absence.
• Leaders and governors should take a more strategic approach to improvement so that they consistently and quickly identify and improve aspects of provision which are not at the expected standard.

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