Holton Le Clay Infant School

Overview

Pupils at Holton Le Clay Infant School “enjoy coming to school” and are taught to be “curious, be respectful, be understanding and be hardworking.” The report describes a positive environment where staff have “warm and welcoming” relationships with pupils, who trust adults to keep them safe. The school is determined that all pupils will “do as well as they can,” with significant improvements noted in English and mathematics curricula.

Strengths

• Reading is prioritised, with children learning to recognise sounds from the start and receiving “timely support” if they need extra help.
• The mathematics curriculum is “carefully sequenced” so new learning builds on previous knowledge, using practical activities and recall exercises.
• Staff relationships are strong; pupils describe their teachers as “amazing” and feel supported, particularly those who find it challenging to manage behaviour.
• The personal, social and health education curriculum is “well designed,” covering topics like online safety and promoting healthy bodies and minds.
• Governors “fulfil their statutory duties well” and hold leaders to account for decisions made.

Areas to improve

• The curriculum is not always successfully adapted to meet the needs of all pupils, causing some to struggle to engage or achieve as well as they could.
• The impact of the curriculum in foundation subjects is not sufficiently evaluated, meaning leaders lack a “precise picture” of what is working well.
• Some safeguarding records lack detail and do not consistently explain the “train of events” leading to actions taken.

Safeguarding

The arrangements for safeguarding are effective, though the report notes that some records are “not precise enough” and require clearer guidance on documenting events.