Blueberry Park

What Ofsted said

From the inspection on 17 March 2026

Blueberry Park is a warm and friendly place in which to learn. Pupils know that they are looked after by kind staff who know them well. Pupils who are new to the school and those with special educational needs and/or disabilities (SEND) are supported to settle quickly into school life. From the early years onwards, staff establish routines and expectations that support pupils to feel happy and safe in the school. Leaders have high aspirations for pupils’ achievement. However, pupils do not achieve as well as they should. This is because, over time, pupils have not benefited from learning that builds their knowledge securely, particularly in reading, writing and mathematics. Leaders have acted quickly to identify what needs to improve and have taken robust action to strengthen the curriculum. They have ensured that staff receive training to deliver learning well. Across the school, the work in pupils' books and their knowledge of the curriculum show that leaders' actions are starting to have a positive impact. Typically, pupils’ behaviour is calm and settled. They contribute to lessons with enthusiasm and show good manners and respect. Pupils warmly welcome visitors to their school. Occasionally, bullying happens, but when it does, teachers deal with it effectively. Over time, the school has not prioritised pupils’ attendance as highly as it has recently. This means that overall absence and persistent absence rates are too high. Leaders have made this a high priority more recently, leading to improvements. Pupils relish the wider opportunities the school provides. Leaders remove any barriers that might prevent pupils from accessing the school’s extra-curricular offer. Pupils take part in many trips, clubs and activities that broaden their horizons. Pupils, particularly those who are disadvantaged or those with SEND, value taking part in activities they may not otherwise experience, such as canoeing, cookery and trips to Chester Zoo.

What the school should improve

• Leaders should ensure that, across subjects, teaching reflects high expectations for all pupils to achieve their potential.
• Leaders should continue to develop teachers’ expertise so that they can confidently use a range of teaching strategies to help pupils build their knowledge securely and deeply.
• Leaders should ensure that pupils secure the necessary accuracy and fluency in handwriting in readiness for their future learning.
• Leaders should continue their work to improve pupils’ attendance and reduce rates of persistent absence, so that all pupils, including those who are disadvantaged, benefit from regular attendance and full access to the curriculum.

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