Town Lane Infant School

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About Town Lane Infant School

Name Town Lane Infant School
Ofsted Inspections
Headteacher Kate Large
Address Town Lane, Bebington, Wirral, CH63 8LD
Phone Number 01516081918
Phase Academy
Type Academy converter
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 346
Local Authority Wirral
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at Town Lane Infant School.

They are happy and love to learn. The school is aspirational for all pupils, including children in the early years. Pupils become curious and independent learners.

They talked confidently about their learning and they take immense pride in their written work. Pupils develop an impressive array of skills and knowledge. They achieve highly.

They are exceptionally well equipped for the next stage of their education.

Pupils' behaviour is exemplary. They think of others and know how important it is for everyone to be treated the same.

They are attentive in lessons. Pupils are extremely polite and courte...ous with staff and one another. Pupils of all ages are proud to enact the school rules by being 'ready, respectful and safe'.

Pupils benefit from the high-quality experiences that the school provides. Older pupils make a valuable contribution to the life of the school through a range of leadership responsibilities. For example, playground buddies ensure that everyone has someone to play with at playtime.

Pupils develop their skills and talents by attending a wide range of extra-curricular clubs, including eco-club, art and science club.

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

The school has crafted a highly ambitious curriculum that captures pupils' interests and excites them about their learning. The school makes sure that the most important knowledge that pupils need for future learning is identified.

Careful thought has been given to the way in which infant pupils, including pupils with special educational needs and/or disabilities (SEND), learn. This has resulted in curriculums that are connected in meaningful ways. This enables pupils to make links in their learning, so that they gain a strong and secure body of knowledge by the time that they leave Year 2.

Staff have strong subject knowledge. They are clear about what to teach and when this should happen. They regularly check on how well pupils are learning.

Staff ensure that these checks inform future teaching. The most important knowledge that pupils need to learn is revisited often. Staff also skilfully explain more difficult concepts by breaking them down into smaller parts.

This enables pupils to understand new learning and to remember what they have learned over time.

Children in the early years, including two-year-olds, develop their confidence and independence in a caring environment. They benefit from an exceptionally well-thought-out curriculum.

Children's curiosity is ignited through the wide range of engaging opportunities on offer to them. Highly skilled staff ensure that all children in the early years achieve well, so that they are very well prepared for Year 1.

Reading has the highest priority.

The phonics programme is delivered consistently well by expert staff. As a result, pupils develop a secure reading knowledge. Most children have a secure knowledge of phonics by the end of the Reception Year.

Pupils in key stage 1 continue to develop this knowledge, so that they can read with fluency and accuracy. The small number of pupils who fall behind where they should be in the phonics programme are identified quickly and supported effectively to catch up. Reading books are very well matched to the sounds that pupils know.

This ensures that pupils can practise reading and enjoy success. A wide range of high-quality books help pupils to develop a love of reading.

The school identifies pupils' additional needs quickly.

Pupils with SEND benefit from the expert support offered by staff. This helps pupils to learn successfully alongside their classmates. Pupils with SEND progress well through the curriculum.

The school places a very strong emphasis on pupils' personal development. Pupils understand how to keep healthy and stay safe. They know that they have a voice in school.

Pupils develop into responsible young citizens. For example, pupils successfully pitched ideas for a new, sustainable building to their local Member of Parliament. Pupils understand why it is fair that school council members are chosen through the process of voting.

The school very carefully considers the interests of pupils when it decides on the wide range of clubs, trips and visitors on offer. Pupils have plentiful opportunities to take part in performances and exhibitions. The proportion of pupils, including those with SEND, who take part in these opportunities is high.

The school has very high expectations of behaviour. Children in the early years quickly settle into the routines of school. They listen attentively and take great delight when they play and learn together.

Pupils of all ages behave exceptionally well in classrooms, around school and at playtime and lunchtime. Older pupils demonstrate a maturity beyond their years. They are sensible and act as excellent role models for younger pupils.

Pupils have highly positive attitudes to their learning.

Regular communication between the school and parents and carers supports pupils' learning. For example, in the two-year-old provision, parents shared photographs from Bonfire Night.

Children were eager to practise their language skills when staff showed these in class. Children spoke about what they remembered and about their families excitedly.

Those responsible for leading the school work together effectively.

The local academy board knows the school well. The board greatly appreciate the support of the trust. For example, the trust has taken on responsibility for some services, which has enabled the school to focus on teaching and learning.

In return, the school generously shares their expertise across other trust schools.

The school ensures that it carefully considers staff's workload when bringing about change. Staff value the many opportunities provided to develop their expertise.

This includes engaging in their own research. As a result, staff feel valued and are happy.


The arrangements for safeguarding are effective.

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