Woodthorpe Infant School

Woodthorpe Infant School is a warm and caring school where pupils respond well to high expectations and are well prepared for their next stage of education. Behaviour is respectful, lessons are calm and purposeful, and playtimes and outdoor spaces support pupils’ wellbeing and physical activity. Personal development is strong: pupils take on ambassador roles, and trips, experiences and after-school activities are accessible to all, including pupils with SEND and disadvantaged pupils. Early years has been recently transformed and children make a strong start. The curriculum is carefully designed and well sequenced, reading is prioritised through a systematic early reading approach, and pupils with SEND are identified quickly and supported effectively. After a period of change, the school is more stable and improving rapidly, staff feel well supported, governors provide skilled support and challenge, and safeguarding is effective. However, expectations for the work pupils produce are not consistently high across all subjects. Teachers’ checks on pupils’ understanding are sometimes limited, and consolidation opportunities do not always give a complete picture of what pupils know and can do. In mathematics, pupils have too few chances to record written calculations and form numbers correctly. The school is in the early stages of revising how pupils record their work.

Strengths

• Warm and caring ethos underpinned by the vision to ‘be brave, be kind, be happy’
• High expectations that pupils respond to well
• Pupils behave respectfully and lessons are calm and purposeful
• Happy playtimes and well-developed outdoor spaces support wellbeing and fitness
• Strong personal development through ambassador roles and pupil responsibility
• Inclusive trips, experiences and after-school activities for all pupils
• Early years provision has been transformed and children make a strong start
• Carefully designed and well-sequenced curriculum from early years to Year 2
• Quick identification and effective support for pupils with SEND
• Reading is prioritised through a well-established systematic early reading approach
• Pupils develop as fluent, confident readers, including those with SEND and those catching up
• High standards for behaviour and attendance with careful analysis and appropriate support
• Respect curriculum and ‘five Rs’ values help pupils develop as thoughtful, caring citizens
• Governors are well-informed, dedicated and provide skilled support and challenge
• Staff are highly supportive and praise support for workload and wellbeing
• Safeguarding arrangements are effective

Areas for Improvement

• Expectations for the work pupils produce are not consistently high across all subjects
• Teachers’ checks on pupils’ understanding are often limited
• Consolidation opportunities do not provide a complete view of what pupils know and can do
• In mathematics, pupils lack opportunities to record written calculations and form numbers correctly
• High expectations for written work in English are not matched consistently across the curriculum
• The revised approach to how pupils record their work is still in its early stages

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 Woodthorpe Infant School attended 96.8% of sessions (the national figure for primary schools was 94.8%). 6.7% 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 Woodthorpe 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 Woodthorpe Infant School had 21.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 14.3% 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, 8.0% of pupils at Woodthorpe Infant School were on SEN support (nationally 15.4%) and 0.6% 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 Woodthorpe Infant School received £7,054 and spent £6,690 for each of its 175 pupils. It ended the year with reserves of £136,000 (£779 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 Nottingham · Nottinghamshire local authority: places and applications

What is Woodthorpe Infant School's Ofsted rating?

The latest Ofsted rating for Woodthorpe Infant School is Good, from an inspection in March 2025.

When was Woodthorpe Infant School last inspected by Ofsted?

Woodthorpe Infant School was last inspected in March 2025.

How many pupils does Woodthorpe Infant School have?

Woodthorpe Infant School has 175 pupils on roll.

What age range does Woodthorpe Infant School cover?

Woodthorpe Infant School for pupils aged 4 to 7.

Where is Woodthorpe Infant School?

Woodthorpe Infant School is at Arno Vale Road, Woodthorpe, Nottingham, Nottinghamshire, NG5 4JG.