Goldfield Infants' and Nursery School

Goldfield Infants’ and Nursery School is a highly inclusive, happy school where pupils feel safe and enjoy attending. Relationships between adults, pupils and families are warm, and pastoral support is a clear strength. Pupils learn a broad and balanced curriculum and achieve well, particularly in English and mathematics. Children make an excellent start in the early years, early reading is a strong priority, and support for pupils with special educational needs and/or disabilities is precise and effective. The inspection found the school performing well across the board, with positive behaviour, strong personal development and effective safeguarding. Governance is supportive and challenging, and staff feel well supported. This was the school’s first routine inspection since the COVID-19 pandemic and its first section 5 inspection since 2013, when it was exempt as outstanding; under current arrangements, no overall effectiveness grade is awarded. The main area for improvement is curriculum consistency in some subjects. Some subject curriculums are less developed than others, and recent curriculum leadership changes have slowed refinement. In these subjects, pupils do not always connect their learning or secure depth of knowledge over time.

Strengths

• Highly inclusive and happy school where pupils feel safe and enjoy attending
• Warm relationships among adults, pupils and families
• Strong pastoral support that puts pupils’ well-being first
• Positive behaviour and enthusiastic learning in classrooms
• Broad and balanced curriculum with strong achievement in English and mathematics
• Excellent start in early years with clear routines and a communication-rich curriculum
• Skilled early years adults build children’s knowledge and learning behaviours
• Effective phonics teaching with books matched to pupils’ reading stage
• Prompt extra reading help and strong home-reading motivation
• Curriculum carefully ordered so pupils build on prior learning year on year
• Strong SEND support with precise identification and appropriate adjustments
• Pupils with SEND achieve well
• Personal development teaches friendship, safety and respect for difference
• Governors provide strong support and challenge
• Staff feel supported with workload and well-being
• Effective safeguarding arrangements

Areas for Improvement

• Some subject curriculums are less developed than others
• Recent changes in curriculum leadership have slowed refinement in some subjects
• Intended improvements to some subject curriculums have not yet been made
• In some subjects, pupils do not always connect their learning or secure depth of knowledge over time

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 Goldfield Infants' and Nursery School attended 96.9% of sessions (the national figure for primary schools was 94.8%). 3.3% 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, 1.4% of pupils at Goldfield Infants' and Nursery 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 Goldfield Infants' and Nursery School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 27.1% 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, 7.7% of pupils at Goldfield Infants' and Nursery School were on SEN support (nationally 15.4%) and 3.2% 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 Goldfield Infants' and Nursery School received £8,386 and spent £7,894 for each of its 205 pupils. It ended the year with reserves of £128,000 (£624 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 Tring · Hertfordshire local authority: places and applications

What is Goldfield Infants' and Nursery School's Ofsted rating?

The latest Ofsted rating for Goldfield Infants' and Nursery School is Good, from an inspection in March 2025.

When was Goldfield Infants' and Nursery School last inspected by Ofsted?

Goldfield Infants' and Nursery School was last inspected in March 2025.

How many pupils does Goldfield Infants' and Nursery School have?

Goldfield Infants' and Nursery School has 222 pupils on roll.

What age range does Goldfield Infants' and Nursery School cover?

Goldfield Infants' and Nursery School for pupils aged 3 to 7.

Where is Goldfield Infants' and Nursery School?

Goldfield Infants' and Nursery School is at Christchurch Road, Tring, Hertfordshire, HP23 4EE.