Children enter the school with broadly the expected levels of attainment for their age, but by the time they leave at the end of Year 2 attainment in reading, writing and mathematics is well above national averages. This has been achieved under the inspirational leadership of the headteacher and senior leaders. They have ensured that the quality of teaching is consistently at least good and often outstanding, and that care, guidance and support are outstanding, particularly for pupils whose circumstances make them potentially vulnerable.
As one parent said, summing up the views of many others, 'Boldmere is a lovely school, very welcoming and supporti...ve. It strikes the perfect balance between education and pastoral care.' A very strong partnership with the junior school is at the heart of much of the school's work, focused on developing the role of senior and middle leaders.
Rigorous and accurate monitoring of teaching has led to significant improvements in the quality of provision. Senior leaders have an accurate view of the school's strengths and areas for development through a highly effective self-evaluation process. As a result, the school has an outstanding capacity to improve.
The school promotes equality of opportunity extremely well, and within an increasingly diverse school population the pupils get on with each other very well. The governing body supports the school and has acted strategically to bring it closer to the junior school as a federation, but the extent to which it can challenge robustly the performance of the school is reduced by its members' availability and level of training. Attainment by Year 2 has been consistently very high over recent years.
Pupils make outstanding progress in reading, writing and mathematics in lessons taught by well-qualified, well-trained teachers who demonstrate a very high level of commitment to their work. Achievement data are analysed thoroughly to ensure all pupils are doing well and that there are no significant differences between boys and girls or other groups. Effective support is provided early and monitored to ensure that it is making a difference.
Consequently, all groups of pupils make equally rapid progress, including those with special educational needs and/or disabilities, who are very well supported and are set work that challenges them to do as well as they can. Children get off to an excellent start in the Early Years Foundation Stage. From the Nursery onwards pupils have a very strong awareness of the importance of healthy living and eating through their 'grow to learn' project where they grow, eat and sell their own vegetables.
Pupils overwhelmingly enjoy their learning because lessons are stimulating and challenging, and their behaviour in lessons and around school is outstanding. Pupils have the opportunity from a very early age to take on responsibilities and consequently their contribution to the school and local communities is outstanding. Pupils report overwhelmingly that they feel safe in school and this view is supported by parents and carers.
Attendance is good and improving, although too many pupils arrive late. The school and governing body have worked successfully with parents and carers to reduce absence during term time for holidays. The creative curriculum is very well suited to pupils' differing needs and teachers are skilled at ensuring activities challenge pupils of all abilities.
Safeguarding arrangements are good and the record-keeping arrangements are exemplary. Overall the school provides exceptional value for money.
Information about the school
Boldmere Infants is larger than the average primary school.
The proportion of pupils from minority ethnic groups is broadly in line with the national average and there is a small but increasing number of pupils who speak English as an additional language. The percentage of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is below average. The proportion of pupils known to be eligible for free school meals is below average.