Streethouse Junior, Infant and Nursery School

What Ofsted said

From the inspection on 2 June 2026

Pupils enjoy attending this welcoming and inclusive school, where the motto ‘Be the best you can be’ shapes daily life. It is a small school with a strong sense of community, where pupils and families feel known and valued. Pupils say they feel safe because adults care, listen and respond when needed. They know who to speak to if they are worried and they trust staff to help them. Behaviour is calm and respectful across the school. Pupils understand the importance of being safe, respectful and responsible. Bullying is rare, and pupils are confident that staff deal with concerns quickly and fairly. Pupils feel a strong sense of belonging. Positive relationships help them feel included and supported. Pupils benefit from a range of experiences, including visits, creative activities and opportunities linked to the local area. These experiences help pupils develop confidence and broaden their understanding beyond the classroom. Pupils with special educational needs and or disabilities are supported to take part fully and feel part of the school community. Pupils generally show positive attitudes to learning and engage well in lessons. Younger pupils are developing confidence in reading. However, some pupils, particularly older pupils, have gaps in their knowledge, especially in writing and mathematics. These gaps reflect disruptions to their learning over time and mean they are not always as well prepared as they should be for the next stage. Children in the early years settle well and feel secure, but they do not consistently gain the knowledge and skills needed for Year 1. Most pupils attend regularly and benefit from school life. However too many pupils do not attend school regularly enough. These pupils miss important learning and do not gain the full benefit of the curriculum and the broad opportunities the school offers.

What the school should improve

• Leaders should address existing gaps in foundational knowledge, particularly in spelling, grammar, handwriting and mathematical fluency. These gaps limit pupils’ ability to access future learning. Leaders should also prevent new gaps from developing by securing a clear and systematic approach. Teaching should build knowledge in small, well-sequenced steps and checks for pupils’ understanding should be frequent to identify any potential gaps early and provide timely support so pupils keep up and achieve well.
• Leaders should strengthen their strategic approach to attendance by addressing barriers and securing sustained improvements in pupils attending regularly and on time. While current strategies have a short-term impact, leaders should develop a more consistent and long-term approach to build a shared understanding of the value of education and the importance of regular attendance.
• Leaders should ensure that the early years curriculum clearly identifies the precise knowledge children need to learn across their time in the early years foundation stage. They should also ensure that opportunities for learning are well designed to support children’s next steps so they can make strong and consistent progress.
• Leaders should continue their work to refine the remaining subjects within the wider curriculum by clearly identifying which is the essential knowledge in each subject and sequencing it carefully. This will help pupils build on prior learning, deepen their understanding over time and show what they know clearly in their work and discussions.

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