Ofsted seal of approval at infant academy where children ‘skip into school’

Inspectors visited the school on 12 May 2026. Overall inspection ratings are no longer given, but the report confirms that Carlton Infants successfully meets the standards expected in education – and has strong provision in many areas. 

A ‘strong standard’ was observed across 4 areas: attendance and behaviour, inclusion, leadership and governance, and personal development and wellbeing. While achievement, curriculum and teaching, and Early Years met the expected standard. 

The inspection team said: “Pupils skip into school at The Carlton Infant Academy. Pupils are valued, respected and known well by staff and leaders. This leads to a high sense of belonging, where pupils are happy and attend well.” 

They added: “Pupils thrive in a culture underpinned by the school’s values. They live out the value of ‘grow with us’ and want to succeed. Pupils show high levels of respect and care for one another. They take the time to look after each other.” 

The Carlton Infant Academy is part of Redhill Academy Trust, a successful multi academy trust now comprising 11 primary and 10 secondary academies across Nottinghamshire and Derbyshire. 

During their visit, inspectors visited lessons, looked at pupils’ work and spoke to a wide range of stakeholders including pupils, parents, teachers, leaders and governors. 

They were pleased to see that children from the age of 2 ‘get off to a positive start’. The report reads: “They play, explore and become curious learners. Pupils, of all ages, engage enthusiastically with an ambitious curriculum that has been carefully planned out. They enjoy their learning.”  

They praised the school’s leadership, saying leaders had ‘created an exciting, positive and inclusive culture in the school,’ and were ‘committed to meeting the needs of every pupil.’ The report reads: “They want all pupils to achieve well.” “They see inclusion as a core entitlement.” 

Relationships between staff and children were said to be ‘warm and positive’ with pupils feeling safe in school. “Leaders and staff have consistently high expectations of behaviour. Consequently, pupils behave very well.” Inspectors said, adding: “Pupils understand what bullying is but say that it does not happen.” 

Supportive relationships between the children themselves were also noted, with a particular focus on the budding leadership roles available. “Although the pupils are very young, they love to support others,” the team wrote. “The play leaders understand they have an important role, and they enjoy wearing their high-visibility jackets and lanyards. The pupil plumbers, electricians and site manager all take their roles seriously. These roles help them to prepare to be a positive member of the community.” 

During their visit, inspectors commended the promotion of pupils’ personal development and wellbeing as ‘highly effective’ and saw an ‘extensive’ range of enrichment activities designed to ‘broaden experiences and opportunities’. These included clubs, trips, residential visits, art clubs, poetry recitals and more. They said: “Leaders take the time to identify interests and talents.”  

The report goes further: “Pupils benefit from a carefully planned programme that promotes character, resilience and an understanding of the world.” “They understand the diverse communities that make up modern Britain. Pupils say, ‘everybody should be treated equally and with kindness’.” 

Families were seen to ‘express confidence in the school, value the wider offer and appreciate the positive relationships staff build with their children.’ The inspection team recognised that “Leaders want all pupils to succeed personally and academically. They achieve this through sensitive yet relentless support for pupils and their families.” 

Staff also told inspectors that they appreciated how leaders supported them to develop as professionals. The ‘unwavering support’ of the Trust was acknowledged, alongside access to collaborative networks where best practice is shared. 

On the curriculum, inspectors said leaders ensured this was ‘ambitious’ and ‘progressive’, with pupils developing ‘fluency, confidence and enjoyment’ across a range of subjects. They also highlighted teachers’ ‘detailed subject knowledge’.  

Progress and achievement were considered to be at the expected standard for children at this age, who ‘achieve well’ from their starting points. “At the end of Year 1, outcomes in the phonics screening check are often above national averages,” the report reads. While disadvantaged pupils and those with special educational needs and/or disabilities make ‘notable progress’, and nursery children at the start of their learning journey make ‘significant progress’.  

Ofsted concluded: “Pupils are well prepared for the next stage of their education.” 

Andrew Burns, Chief Executive of Redhill Academy Trust, said: “This superb report is a real reflection of the ambitions and hard work of the great staff and students at Carlton Infants.” 

Anna Scrivens, Headteacher, said: “Our latest Ofsted inspection has resulted in an exceptionally positive report, recognising the high quality of education, care and support we provide. The report highlights the dedication of our staff, the achievements of our pupils and the strength of our school community. We would like to thank everyone who has contributed to this success and look forward to building on these outstanding outcomes.” 

Julie Wardle, Primary Director at Redhill Academy Trust, said: “I am delighted with the outcome of Carlton Infants recent Ofsted. They were the first of our primaries to be inspected under the new framework and I am thrilled that they were graded as ‘Strong’ in 4 out of the 7 areas. The school exceeded expectations in Leadership and Governance, Inclusion, Personal Development, and Behaviour and Attendance. Congratulations to headteacher Anna and her brilliant team - I am so proud of you all!”