Wyndham Park Infants' School

What Ofsted said

From the inspection on 4 February 2025

There has been much change in the school in recent years. The new leadership team is determined for pupils to learn well. Pupils are beginning to benefit from these improvements. The school is realistic that there is still work to do to realise this ambition. Pupils struggle to remember prior learning because, in some subjects, the school has not identified what they need to learn. Pupils are not developing confidence and fluency in reading well enough. The curriculum pupils learn from is not evaluated effectively by the school to identify what pupils need more support with. Inclusivity underpins the ethos of this happy and welcoming school. The school's personalised pastoral care for pupils and their families is a strength. Consequently, pupils feel comfortable and confident to share worries in the knowledge that adults will help them. Pupils play well together at social times. However, the behaviour of some pupils causes distractions to others, which impacts on how well some pupils learn the curriculum. Pupils take pride in being school councillors and running a book sale. They appreciate the many rich experiences to explore learning outside the classroom, including visits to the local cathedral, science museum and castle.

What the school should improve

• Systems for checking how well pupils, including those in early years, have secured their phonics knowledge are underdeveloped. This hinders how well the school identifies pupils who have gaps in their phonics knowledge so that these gaps can be addressed quickly. Consequently, some pupils are far behind where they should be. The trust must develop the expertise of staff so that they can check how well pupils are learning to read and use this information to provide prompt feedback and support which enables pupils to become fluent readers.
• In some subjects, the most important knowledge pupils need to learn from the early years has not been well defined. This means pupils struggle to remember their learning over time. The trust should identify what pupils should learn in each subject by when.
• Low-level disruption is tolerated in lessons. This hinders how well pupils can concentrate on learning activities. The trust must ensure that all staff have consistently high expectations of behaviour so that pupils can learn without interruption.
• In some curriculum areas, the school does not have an effective overview of how well pupils are learning. This means the curriculum is not refined. The trust should support the expertise of subject leaders to effectively fulfil their roles so they can bring about improvements to the quality of education in their subject.

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