Corinthian Community Primary School

What Ofsted said

From the inspection on 20 January 2026

Pupils receive a warm welcome each morning at this friendly school. They feel safe. They know kind and caring staff will listen to any worries that they may have. This helps to foster a sense of belonging. Pupils have recently started to benefit from learning a curriculum that is suitably ambitious. However, this improvement is too recent to have had an impact on how well pupils achieve. Weaknesses in the previous curriculum mean that some pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, have wide gaps in their learning. These pupils are not sufficiently well prepared for the next stage of their education. For several years, published outcomes in national tests have been significantly below average. Current pupils underachieve considerably. Clear routines and expectations underpin behaviour. Pupils respond positively to these and behave well. Many pupils have positive attitudes to their learning. They delight in the array of rewards they receive for working hard and demonstrating the school’s values, such as resilience, kindness and respect. Pupils are not worried about bullying. They are confident that staff will stop any unkind behaviour swiftly. Many pupils attend school more regularly than was previously the case. Their attendance has improved. Despite this, too many pupils still miss too much school. They miss out on important learning and experiences. The school has recently made changes to what it offers pupils beyond lessons. Pupils talk with excitement about new experiences, such as visiting a farm or joining clubs. These activities are starting to help pupils grow in confidence and explore new interests. That said, a number of these changes are very new. Some are too recent to have had an impact on pupils’ personal development and wellbeing. This means that pupils are not prepared as well as they should be for their future lives.

What the school should improve

• Leaders and those responsible for governance should continue to act swiftly so that the shortcoming in pupils' education are resolved, leading to sustainable improvements. • Those responsible for governance should continue to build their knowledge and expertise so that they are better able to hold leaders to account for the quality of the school's work and pupils’ achievements. • Leaders should ensure that staff have the necessary knowledge and expertise to identify pupils' needs accurately and remedy gaps in their knowledge so that pupils make the progress that they should through the curriculum. • Leaders should ensure that attendance improves for all pupils to be at least in line with national averages. • Leaders should ensure that a coherent and appropriate programme of personal development extends across the taught curriculum and wider opportunities and experiences so that all pupils, including those who are disadvantaged, benefit and are well prepared for their future lives. • Leaders should ensure that staff have the skills to engage in high-quality interactions with children in the early years, so that children learn the key vocabulary that they need to deepen their learning.

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