Springfield Infant School and Nursery

What Ofsted said

From the inspection on 20 January 2026

Pupils are positive about this school and describe loving it. They enjoy their lessons and they like their teachers. Pupils feel safe and are happy here because they are well cared for. Staff know pupils well and work hard to adapt provision to meet their needs, including for pupils with special educational needs and/or disabilities or pupils who have other barriers to learning. Staff also provide pupils with trips that they may not otherwise experience, such as to the beach, zoo or theatre. Pupils are motivated by the opportunity to learn outdoors or in more active ways. From starting in nursery and then all through school, pupils are supported to read, write and understand number. Overall, most pupils are ready for their move to junior school. Pupils are typically taught well by staff who want the best for them. Pupils who need extra help are given timely interventions to catch up. This is most effective in reading and for pupils where English is not their first language. The atmosphere in each class is purposeful and good humoured. Pupils know the routines and they follow the high standards of the school's behaviour expectations. The very youngest pupils concentrate well, take turns and listen to each other. Pupils in all classes settle quickly to their learning and generally play co-operatively. If there is any unkindness, pupils are encouraged to learn from their mistakes. Pupils are motivated by getting stickers and earning tickets in a jar for making the right choices. Pupils have the opportunity to take part in a variety of wider curriculum activities, such as dance days, to play in a rock band or meet an author. They participate eagerly in elections for the school council. They look forward to their weekly outdoor learning in the school’s forest area.

What the school should improve

• Leaders should ensure that staff have consistently high expectations of pupils’ writing across all subjects. • Leaders should check more robustly that pupils are retaining their knowledge across the wider curriculum, especially pupils with special educational needs and/or disabilities and/or those who are disadvantaged. • Leaders should support staff to refine strategies to help pupils with the highest needs to more readily engage with school behaviour expectations and sustain improved behaviours.

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