Sholing Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an outstanding school. The achievement of pupils at Sholing Infant School is outstanding. They make rapid progress in their learning and their attainment at the end of Key Stage 1 is well above the national average.

Teaching is exciting and engaging and lessons are well planned by all staff. This enables pupils of all abilities to learn very effectively. Children in the Early Years Foundation Stage receive an excellent start to school because : teaching and standards of care are outstanding and children make exceptional progress.

The school is led by an ambitious headteacher who is relentless in her commitment to improvements for pupils. Her passion an...d inspirational leadership have been key factors in developing Sholing as an outstanding learning environment. All leaders and managers, including governors, share the high ambitions and commitment of the headteacher and work effectively as a team to maintain the highest levels of achievement and personal development for all pupils.

Pupils' behaviour and attitudes to learning are outstanding. They enjoy learning, particularly the extra challenges that are built in to lessons. They are proud of their school and take good care of each other.

Pupils feel safe in school and trust the adults to help them at any time. There is a wide variety of subjects and activities which engage pupils very well in their learning. Pupils are well prepared for junior school.

With outstanding school leadership and a committed staff team, Sholing Infant School has the capacity to continue to provide exceptionally high quality education for all its pupils.

Information about this school

Sholing is a smaller-than average sized infant school but is expanding to become a three-form entry throughout the school starting in September 2014. The majority of pupils are from a White British background.

The proportion of pupils known to be eligible for the pupil premium (additional funds to support pupils in care, children from service families and those known to be eligible for free school meals) is slightly below average. The proportion of disabled pupils and those with special educational needs supported through school action is below average. The proportion supported through school action plus or with a statement of special educational needs is below average.