Wood End Infant & Pre-School

What Ofsted said

From the inspection on 21 April 2026

Pupils are very proud to be part of this nurturing school. Relationships are at the heart of everything the school does. Pupils use the school's rules to help them make positive decisions and work together happily. Staff form trusting relationships with pupils that help them to feel safe. There is a calm and kind atmosphere. Staff know pupils well and foster a culture of mutual respect and care. Incidents of bullying or discrimination are very rare. Pupils know that staff will help them deal quickly with any concerns they may have. Pupils feel listened to and valued. They have a firm sense of belonging. Over time, pupils attend school more regularly than they did, although there are some pupils who still do not come to school as often as they should. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, work hard to meet the expectations that staff have for their behaviour and achievement. Staff reduce any barriers to learning that pupils may have. Typically, pupils achieve well. This is especially true in the early years, where children get off to a flying start. Overall, pupils leave school well prepared for the next stage of their education. Pupils benefit from a wide range of experiences that are matched carefully to their learning. For example, they deepen their geographical and locational knowledge with a visit to the beach. Pupils build their knowledge of different beliefs through an annual cultural day. Pupils develop responsibilities through leadership roles, including school councillors. They broaden their understanding of the world around them and make connections with what they learn, particularly through using the on-site woodland area. For example, pupils learn how to care for animals by creating 'bug hotels'. They link activities in the woodland area to books that they read in class.

What the school should improve

• Leaders should further develop staff's expertise in checking and deepening pupils' understanding so that gaps and misconceptions in pupils' knowledge can be addressed effectively.
• Leaders should continue to develop pupils' writing by embedding their approach to accurate and well-sequenced letter formation and spelling.
• Leaders should continue with their approach to tackling pupils' absence, including for those who are disadvantaged, to improve levels of attendance further.

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