Collierley Nursery and Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils have a strong sense of belonging to the community of Collierley Nursery and Primary School. They are warmly welcomed each day by staff who deeply care for their wellbeing. Pupils are happy and feel safe. They enjoy speaking to visitors about the positive contributions they make to the school's ongoing improvement. Children in early years get off to a positive start. They benefit from a rich environment and positive relationships with staff who know them well. Their communication and language develop quickly because they are given plenty of opportunities to rehearse new words, songs and stories. Pupils enjoy school and attend well. They understand why good attendance makes a difference to their ability to learn and develop friendships. Pupils behave well in and out of their lessons. They are polite and respectful. On the rare occasion that any incidents of unkindness occur, staff deal with them swiftly and effectively. Pupils who have additional needs, including those who have special educational needs and/or disabilities, are supported well. Helping reduce any barriers to their learning. The early years curriculum provides a foundation for children, ensuring they are ready to progress to Year 1. Pupils make progress across the curriculum and benefit from teachers who precisely break down key knowledge into manageable steps. Pupils, including those who are disadvantaged, typically achieve well by the end of key stage 2. Pupils are well prepared for life in modern Britain. They know why it’s important to treat people who are different to them equally. Pupils learn how to make a positive contribution to the wider community. They relish the leadership opportunities afforded to them. Pupils enjoy the range of activities and experiences that enrich their learning. These include visits to the local church, a farm and the seaside.

What the school should improve

• Leaders should further embed new systems to ensure pupils in all year groups who have gaps in foundational knowledge, for example letter formation, use of capital letters and spelling, are identified to ensure that support can be provided to benefit their work across all subjects.
• Leaders should build on the recent developments in the key stage 1 curriculum in English, so that standards of writing across the school and across the breadth of the curriculum improve further.
• Leaders should ensure that pupils who are disadvantaged, including those with special educational needs and/or disabilities, are more closely monitored in their uptake of wider opportunities to ensure access to these is maximised.

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