Watford Field School (Infant & Nursery)

What Ofsted said

From the inspection on 12 May 2026

Pupils feel safe and cared for. They know who to talk with if they are worried and can name trusted staff who will help them. Pupils can explain how to stay safe online. They know not to share personal information online and to tell an adult if something concerns them. They understand that bullying is unkind and say that staff deal with it quickly. This helps pupils feel secure, focus on learning and build confidence. Pupils behave well and show positive attitudes to learning. Pupils follow routines, listen carefully and take pride in their work. In lessons, pupils concentrate and try hard, for example, when practising phonics to help them read and write. Children in the early years settle quickly and begin to manage their feelings. Pupils treat each other with kindness and respect, reflecting the school’s values of 'being kind, confident minds, ready for lifelong learning'. This creates a calm environment, where pupils learn effectively. Pupils enjoy learning and talking about what they know. They use phonics to read new words and explain stories they have read. In mathematics, pupils count, solve problems and explain their thinking clearly. Children in the early years speak in full sentences and use new vocabulary accurately. Most pupils progress well from their various starting points and gain the knowledge they need for the next stage. Pupils feel that they belong here. They form positive friendships and say that others are kind. Through the school’s ‘language of the month’ initiative, pupils learn words from their different languages. This helps them respect and understand one another. Pupils also take part in trips, clubs and activities that build confidence and support their wider development. Overall, pupils leave this school confident, curious and ready for the next stage. They feel safe, enjoy learning and develop the confidence and knowledge they need for the future.

What the school should improve

• Leaders should secure sustained improvements in attendance for all pupils, particularly reducing the number of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils who are persistently absent.
• Leaders should ensure that key gaps in knowledge among pupils with SEND are identified and addressed promptly, with staff well trained to follow the school’s agreed approach.
• Leaders should ensure that teachers match activities to pupils' needs and abilities more precisely, including in the early years, in order to ensure pupils achieve as highly as they can.

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