Almeley Primary School

What Ofsted said

From the inspection on 2 June 2026

Almeley Primary School is a welcoming and inclusive community where pupils feel they belong. From the moment they start school, children build positive relationships with adults and with each other. In this small school, everyone knows each other well, which helps pupils to feel recognised and valued. There are lots of opportunities to do interesting things. Pupils enjoy the clubs on offer, such as choir and cookery. They visit places that enhance their learning, including museums that support their history learning. Pupils say that leaders ensure everyone has a chance to take part in everything, so no one misses out. They learn about a range of cultures, heritages and traditions, which helps them to value difference. The 'Pupil Parliament' works meaningfully with leaders to affect genuine change. This gives pupils a voice in shaping the school’s provision. The school’s caring, relationships-based approach to behaviour creates a calm and settled atmosphere. Across the school, pupils behave well. Pupils typically work hard. Classrooms are free from disruption. They trust adults to deal with bullying, and they feel safe. There is lots of help available for those who may struggle with mental health or wellbeing. As a result, pupils feel happy and secure. Because they enjoy school, pupils attend well. If they are finding it hard to come to school, they access help quickly. This reduces barriers and helps them to attend more often. Overall, pupils’ achievement is gradually improving over time. However, there are still gaps in important reading, writing and mathematics knowledge for too many older pupils. Most younger pupils generally secure these important foundations at an early stage. Sometimes, work is not adapted to pupil’s starting points, which means they do not always progress as much as they could. Pupils enjoy lessons and value the support that adults provide for them.

What the school should improve

• Leaders should ensure that all pupils develop secure foundational knowledge in reading, writing and mathematics so that they are better prepared for their next steps in education.
• Leaders should ensure that teachers consistently use assessment effectively to identify when pupils have misconceptions or errors and adjust their teaching accordingly.
• Leaders should ensure that staff take pupils’ starting points into account to make consistently suitable adaptations to the curriculum so that pupils, including those with special educational needs and/or disabilities, progress well.
• Leaders should ensure that all activities in the early years are planned with clear learning purposes, appropriate challenge and appropriate vocabulary, so that children benefit from purposeful learning throughout the day.

Read the full Ofsted report (opens in a new tab)