Angram Bank Primary School

What Ofsted said

From the inspection on 24 March 2026

Pupils are welcomed into a school, where everyone is included. Pupils are positive about coming to school. They value the relationships they have with staff and their peers. Attendance is prioritised and most pupils attend regularly. The environment is calm and settled. Pupils know the routines and expectations. They are polite and respectful in their interactions. Lunchtime is social and enjoyable. Everyone is valued. For example, birthdays are celebrated with traditional parties and games in the hall. In the classroom, pupils engage positively with their learning. Overall, they achieve well and talk about their learning with growing confidence. Teachers adapt their approach based on what pupils need so that all pupils, including those with special educational needs and/or disabilities, can access the full curriculum. Pupils feel safe at school. They are confident that staff will listen and provide help when needed. They do not see bullying as a problem in their school. Beyond lessons, pupils benefit from opportunities to take on responsibilities and develop their interests. Roles such as ‘mini police’ give them a sense of purpose. Clubs and other extra-curricular activities allow pupils to develop their sporting and creative talents. Productions and events give them valuable experiences beyond the everyday curriculum. Leaders ensure all pupils can participate in this provision. Pupils are well prepared for life after school. They learn about keeping themselves safe, both online and in the wider world. They understand that people have different beliefs and backgrounds, and that treating others fairly matters. In the early years, children are settled and engaged. They enjoy a range of play-based learning activities and have high-quality interactions with staff. However, children do not learn as well as they could because there is not a clear and coherently planned curriculum that identifies the key knowledge children should learn.

What the school should improve

• Leaders should ensure that a curriculum is in place in the early years that clearly identifies and sequences the key knowledge children will learn across the early years foundation stage.
• Leaders should ensure that staff consistently model high-quality language, so that all pupils develop accurate spoken and written language skills.
• Governors and leaders should ensure that their systems for checking the quality of provision are robust and precise, so that they have an accurate picture of all aspects of the school's work and can work together effectively to drive improvement.

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