Colby Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils experience the school's vision of 'everyone learns, everyone leads, everyone matters'. For example, every pupil in the school undertakes one of the numerous pupil leadership opportunities. A popular choice is learning how to take care of Astrid and Pickles, the 2 school guinea pigs. Pupils benefit from leaders’ determined approach to ensure everybody has a role to play to make the school a positive and inclusive community. Pupils speak positively about school. They engage well in lessons and wider curriculum activities. They are proud of the work they produce. Pupils recall prior learning and apply it across subjects. For example, older pupils can explain how their learning about electrical circuits in science helped them to create a battery-powered buggy in design and technology. Pupils learn a broad and well-planned curriculum. Teaching supports them to build knowledge and skills from their starting points. Leaders identify barriers early and provide effective support. This includes help for pupils with special educational needs and/or disabilities and those who are disadvantaged. Published outcomes show that pupils achieve well. Gaps in learning are usually addressed quickly through effective help. This ensures that pupils are appropriately prepared for the next stage of education. Pupils access a wide range of leadership roles, clubs and enrichment opportunities. These experiences support confidence and teamwork. Pupils form strong relationships with staff and peers. They show kindness and empathy. For example, older pupils support younger pupils and model positive behaviour at social times. This supports younger pupils’ personal development. Behaviour and attendance are strengths of the school. Pupils move sensibly around the school and follow routines well. They understand expectations and respond to reminders. Pupils feel safe. They know how to report concerns and trust staff to act. They understand bullying and say that it is rare. Pupils attend regularly and arrive on time.

What the school should improve

• Leaders should strengthen the support and guidance provided to teachers so that curriculum end points in every subject, particularly early writing, are more clearly defined and understood.
• Leaders should further develop the early years continuous provision so that children have consistently purposeful opportunities to deepen their learning across the curriculum.

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