Olney Infant Academy

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About Olney Infant Academy

Name Olney Infant Academy
Website http://www.olneyinfantacademy.co.uk
Ofsted Inspections
Principal Mrs Sarah Armitage
Address Spinney Hill Road, Olney, MK46 5AD
Phone Number 01234711388
Phase Academy
Type Academy converter
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 233
Local Authority Milton Keynes
Highlights from Latest Inspection

What is it like to attend this school?

Pupils' love of learning stands out as the key feature of this school. Every member of staff facilitates pupils' natural eagerness to find out about the world and their place in it. Pupils do very well, right from the start, at Olney Infant Academy.

Leaders represent the school's core values with the word 'CURIOUS', ('courage, unique, respect, independence, open minds, understanding and supportive'), and they are embedded into pupils' experiences. During their time at the school, pupils develop into articulate, caring and self-confident learners.

Pupils work and play happily together.

Their behaviour is exemplary. Should a rare occurrence of unkindness occur,... they are confident that their teachers will sort it out. This harmonious community is calm and purposeful.

Staff have consistently high expectations of pupils. Teaching staff are united in their aim to make sure there is no cap on pupils' achievements. All staff provide hearty praise for every pupil's success, so pupils are encouraged to do more.

The vast majority of parents are highly delighted with what Olney Infant Academy offers their children. A typical comment from a parent was, 'Olney Infants has created a curriculum that inspires our daughter to learn, explore and grow.'

What does the school do well and what does it need to do better?

Exceptionally strong leadership at all levels ensures the success of this school.

The highly effective headteacher and senior team have set an ambitious vision and ensure that pupils experience open-ended and challenging learning. Leaders have developed an aspirational curriculum based on this vision.

Leaders make sure that the content of the curriculum is planned with great precision, for example in mathematics, history and physical education (PE), so that pupils learn knowledge in depth.

Pupils retain knowledge they have acquired very well and apply it to new learning very effectively. Teachers create vibrant learning environments, both inside and outside classrooms. Pupils tackle learning activities with huge enthusiasm.

Staff expertise is very strong as a result of the effective training leaders provide. Teachers' and teaching assistants' detailed knowledge of individual pupils' strengths and weaknesses ensures that they pitch learning activities at exactly the right level. Teaching inspires pupils in all subjects because staff fully capture pupils' attention.

Pupils are highly motivated to write about their learning, showing their growing knowledge and expertise.

Pupils learn to read exceptionally well. Well-trained staff guide pupils through the building blocks needed to read fluently.

Any pupil that falls behind is helped swiftly to catch up. Pupils relish the opportunity to read books appropriate to their ability. A pupil said, typical of the attitude of others, 'We love reading, when it gets harder its exciting when we find out new words.'

Pupils are enthralled when listening to their teachers read to them.

Pupils with special educational needs and/or disabilities (SEND) are served very well. All staff keep a close eye on pupils' learning and flag up any concerns that there may be as a result of an unidentified additional need.

Teachers make appropriate adaptions to teaching or provide extra help to meet pupils' needs precisely. As a result, pupils with SEND achieve exceptionally well.

Early years provision provides an exceptional experience for children.

Teaching staff establish clear routines and expectations. As in the rest of the school, the early years curriculum is rich and very well planned. Staff have a very precise understanding of what children know and what they need to learn next.

Children thrive in the vibrant environment. They develop maturity and personal skills beyond their years. Parents of children in the early years speak in glowing terms about the support their children receive and the kindness of the staff.

Pupils' behaviour is impressive, partly because they feel so positive about their learning. Pupils have a great sense of pride in themselves, their peers and their school. Any pupils with difficulties in regulating themselves are supported expertly.

Pupils' leadership skills are developed very well. Older pupils model positive behaviour to their younger peers.

Pupils develop characteristics that provide a springboard for their future lives.

Personal, social and health education is highly effective in enabling pupils to understand how to be healthy in body and mind. Staff develop pupils' talents and interests very well, especially those pupils eligible for pupil premium funding. Leaders have supplemented the taught curriculum with a wide range of clubs available, such as infant strings, yoga and science.

The academy trust and local governance provide strong support and challenge to leaders. Staff are appreciative of the opportunities to work with other trust schools to hone their skills. Staff feel well supported and say they love working at the school.

All governance functions lead to ensuring that pupils get an excellent educational experience at Olney Infant Academy.


The arrangements for safeguarding are effective.

Leaders' meticulous attention to detail typifies their approach to safeguarding.

Staff are quick to let the designated safeguarding leads know if they have any safeguarding concerns about pupils. The designated safeguarding leads work well with external agencies to support pupils' welfare.Staff put pupils' safety at the forefront.

Teachers ensure that pupils know in an age-appropriate way about how to keep themselves safe including when online.

Leaders make sure that staff and visitors are suitable to work with children. The academy trust and local governance provide double checks to the school's system to ensure it is as reliable as it could be.

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