Whitehall Nursery and Infant Academy

What Ofsted said

From the inspection on 30 June 2026

Pupils enjoy being part of the school’s welcoming and nurturing community. Positive and warm relationships are at the heart of this school. Staff know pupils well. Pupils know that adults listen to them and respond quickly if they have any worries. They feel valued and ready to learn. As a result, pupils feel safe, cared for and supported to succeed. Most pupils benefit from an ambitious curriculum that places spoken language and wider experiences at its heart. From the early years onwards, pupils confidently express their ideas, explain their thinking and listen respectfully to others. Classrooms are calm and purposeful. Pupils demonstrate positive attitudes to learning and are keen to contribute to discussions. Children in the early years make a particularly strong start because learning experiences help them become confident and independent learners. Overall, most pupils achieve well and are prepared effectively for the next stage of their education. Pupils value the many opportunities beyond the classroom. They enjoy leadership roles, clubs and educational visits that broaden their experiences and develop their interests. Pupils are identified and celebrated as ‘Happiness Heroes’. This means pupils demonstrate how to recognise and manage their emotions and show kindness towards others. These experiences help pupils develop confidence and a strong sense of belonging. As a result, pupils describe their school as a friendly place, where everyone is encouraged to do their best. However, this ambition is not realised consistently for some pupils with the most complex needs. Although all pupils are cared for well, the curriculum and wider experiences for some pupils are not as ambitious or coherently planned as those experienced by other pupils. As a result, they do not build knowledge and skills as successfully over time or benefit from the same breadth of learning. This means they do not consistently receive the same high-quality education that leaders intend for all pupils.

What the school should improve

• Leaders should ensure that safeguarding records consistently provide a clear and accurate chronology of actions taken so that records fully reflects leaders' safeguarding practice and decision-making.
• Leaders should ensure that pupils with the most complex needs receive an ambitious, coherently sequenced curriculum, supported by assessment, that identifies and builds progressively on their individual learning needs, so that they benefit from the same high-quality education and wider experiences as other pupils.
• Leaders should continue to improve attendance, particularly for pupils who do not attend regularly enough, by working in partnership with parents and carers to reduce barriers to regular attendance.

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