Prior Heath Infant School

What Ofsted said

From the inspection on 6 January 2026

Pupils enjoy coming to Prior Heath Infant School because it is warm and welcoming. They rarely miss a day of school. Pupils feel part of an inclusive community, where staff know them well and build strong, caring relationships with pupils and their families. Parents and carers appreciate the support the school provides. Pupils describe the school as 'feeling like a family'. Pupils are proud to live out the school's values. They are keen to learn and usually concentrate well in lessons. They enjoy sharing their work and achievements. Most pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), achieve well in phonics. Leaders act quickly to provide support so that pupils with SEND and those who are disadvantaged learn effectively alongside their peers. However, in key stage 1, pupils do not consistently achieve as well as they could across the curriculum. This is because the delivery of the wider curriculum is variable. Leaders are taking steps to address this. Pupils are friendly, respectful and confident. They value leadership roles and opportunities to take responsibility, such as being school councillors, energy monitors and librarians. They contribute to the local community through charity events and visits to a nearby nursing home. Clubs, including STEM, street dance, sport and music, help pupils to develop their talents and interests. Educational visits, such as to Windsor Castle, help to enrich their learning. Breaktimes are sociable and well managed. Pupils play happily together and organise games. They learn how to keep safe, including online. Pupils trust adults to listen and act quickly if they have concerns. Any form of bullying or unkindness is rare and is not tolerated here.

What the school should improve

• Teachers should ensure lesson activities enable pupils, including those who are disadvantaged, to build securely on prior learning and produce consistently high-quality work across the curriculum.
• Leaders should ensure that the curriculum provides pupils with regular, purposeful opportunities to practise the knowledge and skills they need to be fully prepared for the next stage of their education.
• Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including those with special educational needs and/or disabilities, achieve well across the curriculum.

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