Robin Hood Infants’ School Sutton – Latest Ofsted report

Robin Hood Infants’ School in Robin Hood Lane, was visited by Ofsted in the final term of the academic year, with the report published following the inspection.

The school was judged to meet the 'expected standard' across all areas, while safeguarding standards were also found to be met.

Inspectors praised the school’s three rules of 'be safe, be ready, be kind', saying pupils could explain what the values mean and apply them in their everyday lives.

READ MORE: Aldi targets Croydon and Sutton for new supermarket openings - find out where

The report said pupils 'can recite these rules and explain what they mean', with children feeling safe and knowing there is a member of staff they can go to if they worry.

Inspectors highlighted how pupils are encouraged to look after one another and resolve disagreements independently.

When another child’s behaviour upsets them, pupils use phrases such as 'I don’t like it when you...' to explain how they feel.

Inspectors said this helps prevent disagreements from 'growing in significance'.

The school’s motto of 'making memories that last' was also praised, with pupils enjoying opportunities beyond the classroom, including visits to a local castle and working farm.

Academically, inspectors found pupils achieve well across subjects, including reading, writing, and mathematics.

The report praised the school’s focus on phonics, with children learning to read from the start of Reception through a structured programme.

The proportion of pupils reaching the expected standard in the Year 1 phonics screening check was above the national average, including among disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

Inspectors said pupils typically remember what they have been taught and can use their knowledge in new topics across the curriculum.

Teachers were praised for generally explaining ideas clearly, encouraging pupils to use subject-specific vocabulary and checking pupils’ understanding.

However, inspectors said teaching is not always consistently matched closely enough to pupils’ needs.

They found that, on occasions, explanations are less precise and misunderstandings are not identified quickly enough, meaning pupils do not always learn as securely as they should.

The school’s early years provision was also praised, with inspectors saying children receive 'a positive start to school life'.

Staff were found to build strong relationships with children and support them in developing confidence, language, and independence.

Inspectors noted that a notable proportion of children start Reception speaking English as an additional language.

They praised staff for using songs, rhymes, repeated stories, and clear modelling of language to help children develop their spoken English.

The report praised Robin Hood Infants’ approach to inclusion, with leaders identifying pupils’ needs early and working closely with families and external professionals.

Inspectors said pupils with SEND and disadvantaged pupils generally receive the support they need to take part fully in lessons alongside their classmates.

The school was also praised for helping pupils understand different cultures, communities, and beliefs.

Inspectors highlighted the school’s international week and carnival, alongside visits from representatives of different faith communities.

They said pupils know that 'everyone is welcome at their school, regardless of their background'.

Behaviour was found to be positive, with inspectors saying bullying is rare and pupils are typically kind towards each other.

Attendance was broadly in line with national averages, with leaders supporting families when pupils begin to miss more school.

However, inspectors said leaders need to strengthen their analysis of attendance information to identify wider patterns and trends among different groups of pupils.

Parents and carers spoke positively about their experience of the school, while staff were praised for benefiting from professional development and leaders’ consideration of workload and wellbeing.

Inspectors concluded: 'Leaders should continue to refine and embed their identified priorities for improvement in order to drive a transformational impact for all pupils.'

The report said leaders should focus on improving consistency in teaching, strengthening attendance analysis, and ensuring wider opportunities better match pupils’ interests.