Pupils are happy at Plaistow Hill Infant and Nursery School. From Nursery to Year 2, leaders ensure that pupils enjoy an interesting curriculum. This is enhanced by a variety of after-school activities, such as recorder club and a range of sports. Staff expect pupils to behave well and work hard, and they do. Children in early years, including two-year-olds, settle quickly and follow teachers’ instructions carefully. Pupils in key stage 1 are confident, listen to each other, share and take turns. They are polite and well mannered. Pupils are keen to learn and collaborate well together. Staff are kind, calm and encouraging. Pupils say that bullying is very rare and, when it does occur, teachers sort it out quickly. Consequently, children build positive relationships with one another and with the adults around them. Parents and carers praise the work of the school. Staff are trained well to help pupils manage their feelings. They take great pride in their work to support pupils’ social and emotional well-being. One parent expressed the views of many with the comment, ‘The atmosphere and attitude of all the staff is incredible.’ What does the school do well and what does it need to do better? Leaders are determined that all pupils will experience a strong start to their education. Since September 2021, leaders have welcomed two-year-olds into the Nursery. These children learn well alongside their older peers, but also have important one-to-one time with their key worker. They flourish in an environment of genuine warmth and care. Subject leaders have organised the curriculum well. Starting in early years, they have identified the precise knowledge they want children to learn and when. Assessment procedures are thorough and link to pupils’ learning targets. Teachers make suitable checks on what pupils know and understand. Occasionally, they have not used these checks to make the adjustments required to help pupils remember important concepts. For example, pupils’ use of knowledge organisers in history is not helping them to understand the passing of time or to widen their vocabulary as well as leaders had expected. Teachers and teaching assistants have received intensive training in the school’s chosen phonics programme and follow it closely. Staff provide expert support for those pupils who need extra help to improve their communication and language. Children read regularly across a wide range of genres. They also enjoy listening to adults read to them. During the inspection, Nursery-age children, including two-year-olds, enjoyed listening to their teacher reading a story about dinosaurs. It brought their current learning theme to life. Leaders know that the quality of some pupils’ handwriting has slipped due to increased absences related to COVID-19. They have adapted the curriculum to give extra attention to helping pupils form letters accurately. Consequently, most pupils are catching up. However, staff have not identified another weakness in pupils’ writing as swiftly. Pupils learn spelling patterns and rules well in phonics sessions. However, they do not apply this knowledge routinely when they write in their literacy books. Teachers do not identify pupils’ spelling errors well enough. Consequently, for some pupils, spelling misconceptions and mistakes persist. In mathematics, pupils learn to understand number and counting quickly. Children in early years enjoy a stimulating environment and benefit from a range of mathematical resources, which they choose independently and treat with respect. The outdoor learning environment is used effectively to help children to cooperate with each other and practise their number knowledge and skills. There is a careful balance of activities that are led by adults and those selected by children. Consequently, children leave the Reception class well prepared for the mathematics curriculum in Year 1. Staff identify pupils who need additional support quickly. Pupils with special educational needs and/or disabilities and those who need to catch up receive specialist teaching to meet their individual needs. This ensures that they achieve success. Pupils with social, emotional and mental health difficulties receive appropriate support and learn well alongside their peers. Pupils behave well and learning is rarely disrupted. Leaders provide a wide range of activities to help pupils develop an understanding of life outside school. Pupils develop a thorough understanding of spirituality through the religious education curriculum. For example, pupils in Year 2 are keen to share what they have learned about the Five Pillars of Islam. Pupils’ character development is also well considered. They discuss with maturity how staff help them to take care of themselves and each other.