Office for Standards in Education, Children's Services and Skills (OFSTED)

Please find below our most recent Ofsted report (2025) and our previous reports (2023 and 2019).

Click this link to find our page on the Ofsted website. 

OFSTED 2025:

Words taken directly from the OFSTED Report, 2025

"The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, pupils are made safer and feel safe."

"Pupils understand that it is important to be respectful and tolerant of difference. They
develop an appreciation of different cultures and faiths."

"Visits from local businesses raise pupils' aspirations for what they can achieve in the future."

"The school has focused its work to help pupils master the most important knowledge and
skills that they need in their reading, writing and mathematics."

"Pupils attend school regularly. Leaders are keen to provide whatever support is necessary to remove barriers to high attendance. They do this successfully."

"Pupils enjoy attending this caring school. They enter the school building excitedly in the
morning and with eager anticipation for the day's learning. Pupils walk calmly around the
school. They are respectful of one another. They open doors for adults and greet them
politely. Pupils say that any incidents of serious misbehaviour are dealt with appropriately.
They typically behave well during play times and get on with each other, for example, Older
pupils play with younger ones. All pupils say that bullying or discrimination is rare and are
not tolerated."

"The school has clear ambition for pupils to engage in their learning."

"Leaders are making improvements, for example the school has provided more training to
help staff develop their expertise."

"The curriculum does set out clearly the key knowledge and skills pupils need to know, including important vocabulary, and when this should be taught."

"Leaders want children to make the best start to school life and recent changes have brought
about a tighter focus on the early years provision." 

"Relationships between adults and children are positive. Adults set out clear expectations
and rules for behaviour and routines."

"Children get on well together. They collaborate with each other and share learning opportunities. Parents and carers say that they receive the information they need to support their child's learning at home."

"Leaders involve parents and external agencies to understand and plan for pupils' needs. They are committed to supporting these pupils to settle quickly. Leaders articulate a clear ambition for inclusion, underpinned by effective systems to identify pupils' needs well. This information is shared in a helpful SEND support plan for each pupil. The recent introduction of training helps to ensure that teachers are aware of their responsibility for teaching pupils with SEND."

"Leaders demonstrate clarity of purpose and are determined to improve the school."

"Leaders understand the school's strengths and areas for improvement. They have worked closely with other agencies to establish the support needed to make any necessary improvements. Leaders' decisions are based on what is best for the pupils. For example, they have recently strengthened systems to support pupils with special educational needs and/or disabilities (SEND)."

"Leaders have established a positive sense of team within the school. Staff feel well supported. They feel that leaders consider their workload and do what they can to reduce it. They are united in their ambition to make this school better."

"Pupils are happy and safe in school. They trust staff to listen and act if they have any worries. Pupils know what bullying is, including online bullying. Pupils describe staff as kind and caring. Staff are concerned about pupil's wellbeing and support them when they may feel sad."

"Pupils walk calmly around school and greet adults politely. They enjoy coming to school and attend regularly. Lessons start smoothly because pupils know the routines. Most want to learn."

OFSTED 2023:

"This small school is a great hive of activity at the heart of the village community. Leaders use many local resources to enrich pupils’ education. Pupils feel safe and happy. Parents highly value the school’s nurturing ethos. One parent commented that, ‘Staff make school life an extension of family life.’ Pupils and staff express similar feelings. They talk about how they know and care for each other and say that the school feels like one big family."

"Pupils show great enthusiasm for every aspect of school life. They behave well in lessons and get on with their work. All ages support and encourage each other in many active games at playtimes. Pupils know that bullying is not tolerated."

"Parents greatly appreciate the stability provided by the (acting) headteacher. They say the school has improved considerably and provides greater opportunities for pupils. The few staff members go to extra lengths to provide many after-school activities."

"Pupils enjoy the sports, craft and singing clubs. They are proud that their athletics team has reached the county finals. Leaders have increased ambitions to enable pupils to ‘reach for the sky’. They are working hard to ensure that pupils can achieve consistently well across the curriculum."

"The arrangements for safeguarding are effective."

Please come and speak to us if you would like to know more about the improvements we have been making.

PERFORMANCE DATA

“The government did not publish KS2 school level data for the 2021 to 2022 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance.”

The headline data for Key Stage 2 - 2024/2025 is as follows:

Pupils Achieving Expected Standard or Above in Reading, Writing and Mathematics

Reading         71%

Writing           57%

Maths            86%

R, W, M         57%

Pupils Achieving Higher level of Attainment in Reading, Writing and Mathematics

Reading         14%

Writing           14%

Maths            29%

R, W, M         0%

Average 'Scaled Scores' in Reading and Mathematics

Reading         105.3

Maths             106.8

GPS               104.5

Average Progress in Reading, Writing and Mathematics

Reading    8.6% points drop since 2024 

Writing      10.4% points rise since 2024  

GPS          4.7% points rise since 2024

Maths        32.4% points rise since 2024 

The headline data for Key Stage 2 - 2023/2024 is as follows:

Pupils Achieving Expected Standard or Above in Reading, Writing and Mathematics

Reading         80%

Writing           46.7%

Maths            53.3%

R, W, M         26.7%

Pupils Achieving Higher level of Attainment in Reading, Writing and Mathematics

Reading         26.7%

Writing           0%

Maths            20%

R, W, M         0%

Average 'Scaled Scores' in Reading and Mathematics

Reading         106.3

Maths             102.3

Average Progress in Reading, Writing and Mathematics

Reading    2.1% points rise since 2023    

GPS          1.4% points rise since 2023

Maths        0.2% points drop since 2023    

The headline data for Key Stage 2 - 2021/2022 is as follows:

Pupils Achieving Expected Standard or Above in Reading, Writing and Mathematics

Reading         80%

Writing           70%

Maths            40%

R, W, M         40%

Pupils Achieving Higher level of Attainment in Reading, Writing and Mathematics

Reading         10%

Writing           20%

Maths            20%

R, W, M         0%

Average 'Scaled Scores' in Reading and Mathematics

Reading         105

Maths             102