Carleton Endowed CofE Primary School

What Ofsted said

From the inspection on 18 March 2025

Pupils are happy, safe and enjoy attending this school. They are polite and courteous to visitors and each other. Pupils from different year groups mix well. They like spending time together at break and lunchtimes. Older pupils are positive role models to those in younger classes. This contributes towards the school's warm, caring and welcoming feel. Some pupils hold leadership responsibilities. They speak with pride about being ambassadors for the school. Pupils are proud to support their peers and the school in different ways, such as by being a monitor or prefect. As pupils progress through the school, they become increasingly aware of the needs of others. This includes through organising collections for charity and engaging in discussions about topical news events. The school is determined to provide a high-quality education for its pupils, including those with special educational needs and/or disabilities (SEND). However, it has not yet fully realised this ambition. Pupils' achievement in some subjects is below the standard achieved by pupils nationally. The school has taken the right steps to improve its curriculum. However, there remains work to do to ensure that pupils receive a high-quality education and achieve consistently well.

What the school should improve

• The curriculum in some subjects is at an early stage of development. It does not provide opportunities for pupils to build on what they have previously learned. This makes it difficult for pupils to develop their knowledge securely by applying their learning in different contexts. The school should further develop the curriculum so that pupils successfully learn and remember the knowledge and skills that they need for future learning.
• In some cases, teachers do not adapt learning for pupils with SEND consistently well. Some pupils with SEND do not learn the curriculum as well as they should. The school should support staff to ensure that learning is appropriately adapted to help all pupils with SEND to achieve well.
• The school has not ensured that leaders routinely and accurately check the impact of actions to support pupils' learning and development. This reduces its ability to make the improvements to pupils' education and experience of school as quickly as it needs. The school should, in partnership with the trust, ensure that staff are well supported to develop their skills in leadership so that they accurately check the impact of their actions on pupils' learning and positively contribute towards the school's strategic improvement.
• Occasionally, the school does not record concerns about pupils' safety, and its subsequent actions, as accurately as it should. It is sometimes difficult to identify how concerns are followed up. The school should refine its recording procedures to ensure a consistent approach.

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