Woodgrange Infant School

Woodgrange Infant School is a kind, welcoming community infant school where pupils feel safe, behave well and are supported by strong relationships with families. Inspectors found good provision in behaviour and attitudes, personal development and early years, and safeguarding is effective. Reading and spoken language are clear priorities, and English and mathematics are well planned and taught, helping pupils achieve well in these areas. Pupils benefit from clubs, trips, charity work and opportunities to develop respect and responsibility. However, the quality of education and leadership and management are the weaker areas. In many foundation subjects, curriculum content is not clear enough, teaching does not give pupils enough practice or application, and assessment does not reliably identify gaps or misconceptions, so pupils struggle to recall learning and are not well prepared for future learning. Leaders' checks on curriculum implementation and impact have not been robust enough to identify and address these weaknesses. This was the school's first routine inspection since the COVID-19 pandemic, and it remains a previous 'good' school. The report notes that graded inspections from September 2024 do not result in an overall effectiveness grade. Pupils with SEND are identified quickly and supported appropriately, and staff feel leaders consider their workload and wellbeing.

Strengths

• Kind, welcoming and safe environment where pupils are polite and try their best.
• Strong relationships with families; parents are positive about the school.
• Good personal development through clubs, trips, charity work and pupil roles.
• Well-constructed and well-taught English and mathematics curriculum.
• Strong focus on early reading and phonics, with effective catch-up support and a love of reading.
• Strong emphasis on spoken language and vocabulary development from the early years.
• Pupils with SEND are identified quickly and supported appropriately.
• Pupils understand and follow the school’s behaviour rules and typically behave well.
• Effective attendance strategies and timely support for families.
• Pupils learn mutual respect, health and safety, including online safety.
• Staff are proud to work at the school and feel leaders consider workload and wellbeing.
• Leaders and governors are committed and fulfil statutory responsibilities.
• Safeguarding arrangements are effective.
• Early years provision is good.

Areas for Improvement

• In many foundation subjects, curriculum content and subject-specific knowledge are not clear enough.
• Teaching in foundation subjects does not provide enough practice and application.
• Gaps and misconceptions in pupils’ knowledge are not addressed quickly or effectively.
• Pupils struggle to recall learning in many foundation subjects and are not sufficiently prepared for future learning.
• Assessment in foundation subjects does not reliably check what pupils learn and remember.
• Leadership checks on curriculum implementation and impact have not been sufficiently robust.
• Leaders have not identified or addressed some aspects of the quality of education that need improvement.
• Pupils do not achieve well in the wider curriculum and foundation subjects.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Woodgrange Infant School attended 93.8% of sessions (the national figure for primary schools was 94.8%). 20.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Woodgrange Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Woodgrange Infant School had 21.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 3.5% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 17.7% of pupils at Woodgrange Infant School were on SEN support (nationally 15.4%) and 3.4% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Woodgrange Infant School received £8,468 and spent £8,429 for each of its 366 pupils. It ended the year with reserves of £92,000 (£251 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Newham · Newham local authority: places and applications

What is Woodgrange Infant School's Ofsted rating?

The latest Ofsted rating for Woodgrange Infant School is Requires Improvement, from an inspection in May 2025.

When was Woodgrange Infant School last inspected by Ofsted?

Woodgrange Infant School was last inspected in May 2025.

How many pupils does Woodgrange Infant School have?

Woodgrange Infant School has 378 pupils on roll.

What age range does Woodgrange Infant School cover?

Woodgrange Infant School for pupils aged 3 to 7.

Where is Woodgrange Infant School?

Woodgrange Infant School is at Sebert Road, London, E7 0NJ.