Studley Infants' School

Overview

The report describes a school where pupils are happy, feel safe, and benefit from strong support for their wellbeing and special educational needs. However, leaders have not met the expected standard in several key areas, including curriculum sequencing, teaching quality, and behaviour management, leaving many pupils with gaps in their knowledge.

Strengths

• Leaders provide "highly effective support" for pupils with complex needs through a specialist resourced provision.
• Staff build "warm and supportive" relationships with pupils, prioritising emotional wellbeing through daily check-ins.
• Pupils achieve well in mathematics and phonics teaching is effective.
• The school fosters an inclusive culture where pupils understand different faiths and cultures.
• Attendance is monitored closely, and leaders act quickly to remove barriers to regular attendance.

Areas to improve

• Leaders must ensure the wider curriculum is "coherently sequenced" so knowledge builds securely, particularly in the early years.
• Staff need to consistently identify and address gaps in basic skills, such as letter formation, spelling, and punctuation.
• Leaders should develop a whole-school approach to behaviour management to ensure "consistently high expectations" and clear consequences.

Safeguarding

The safeguarding standards are met, with leaders establishing an open culture where concerns are actively identified and managed to ensure pupils feel safe.