Boothstown Methodist Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils feel a real sense of belonging at Boothstown Methodist Primary School. They describe the school as welcoming and inclusive. Differences are celebrated and friendships are easy to make. Warm, caring relationships with staff help pupils to feel safe and valued. Calm routines and purposeful activities in the early years create a positive start to the day. Pupils enjoy responsibilities such as playground friends and school councillors. These opportunities strengthen pupils’ connection to the community. Parents and carers echo this sense of belonging. They value timely access to specialists and support, including counselling through art. Leaders ensure that pupils with special educational needs and/or disabilities (SEND), as well as those who are disadvantaged, are included in all aspects of school life. This is done through adapted enrichment opportunities and targeted support. Pupils' attainment at key stage 2 is inconsistent. Over time, pupils' attainment in mathematics is below the national average and disadvantaged pupils underperform in reading. While leaders provide targeted support for these areas, this does not help pupils to catch up quickly enough. This means that some pupils are not as well prepared for high school as they could be. Nevertheless, pupils with SEND make steady progress through the curriculum from their starting points. Children in the early years benefit from high-quality interactions and structured phonics teaching. This builds early foundations for reading. Most pupils achieve well in phonics and in the Year 4 multiplication check. Pupils are eager to learn. They enjoy a curriculum enriched with trips, visitors and outdoor learning. Pupils take pride in representing the school in sports and music. This develops their confidence and resilience. They learn about different faiths and cultures, preparing them for life in modern Britain. Pupils also engage in charity events and community projects. Pupils behave well in a calm, respectful environment. They understand how to stay safe, including online, and know who to talk to if they are worried. Bullying is rare and dealt with swiftly. Leaders monitor pupils’ attendance closely, with positive strategies in place to reduce absence. Enrichment, including residential visits, helps pupils to develop independence and confidence.

What the school should improve

• Governors should ensure systems and processes are in place to provide quality assurance of some records and procedures. This will help them to develop their challenge and support for leaders. • Leaders should ensure that their current strategies to secure rapid and sustained improvement in mathematics and reading are embedded across the school so that more pupils are ready for key stage 3. • Leaders should implement and monitor the pupil premium strategy more rigorously, ensuring staff training and targeted support improve disadvantaged pupils’ reading outcomes. • Leaders should continue to support staff in making highly effective choices to deepen pupils’ learning, for example by ensuring more consistency in how effectively staff identify and address pupils’ misconceptions as they occur.

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