Southwater Infant Academy

What Ofsted said

From the inspection on 23 June 2026

Pupils at Southwater Infant Academy behave well and understand the importance of following school rules to keep everyone safe. They are kind and supportive towards one another. Initiatives such as playground pals and the friendship bench help pupils who may feel lonely to find and make friends. Pupils in Year 2, who are preparing to move to their junior school soon, know that if they feel worried, they can use their classroom worry monsters or talk to a teacher for reassurance. Pupils enjoy their learning here. They know that staff provide different types of support to help them in their learning. The school’s extensive grounds, including its woodland provision, are used effectively to enhance learning. Children enjoy exploring the natural environment. For example, children in the Reception Year develop their curiosity as they delightedly search for minibeasts and tell their friends about their discoveries. Visits and visitors are remembered fondly, such as trips to the Arundel Wetland Centre where pupils saw lapwings and black headed gulls. Pupils feel safe at school and demonstrate a secure understanding of how to keep themselves safe in a range of situations. Staff use the current hot weather as a practical opportunity to teach pupils how to stay safe in a heatwave, including keeping in the shade, drinking water and resting. Pupils also show a clear awareness of online safety. They understand that not everyone online is who they say they are and recognise the importance of telling an adult what they are doing online. Pupils value opportunities to contribute to school life. School councillors work with leaders to improve provision, for example by introducing popular playground markings, while eco councillors promote sustainability. Pupils also enjoy rewards such as being part of the ‘always club’. They receive highly prized certificates from the school’s hamster, Dave, for demonstrating the school’s values. They love visiting him too.

What the school should improve

• Leaders should refine how they identify and address gaps across all areas of learning in the early years, so that they inform purposeful staff interactions, including for disadvantaged pupils.
• Leaders should strengthen their inclusive practice by reviewing the impact of their actions on pupils.
• Leaders should ensure that effective adaptive approaches routinely seen in core subjects are systematically applied across the wider curriculum.

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