Cornholme Junior, Infant and Nursery School

What Ofsted said

From the inspection on 27 January 2026

Pupils at this school do not achieve as well as they should. Over the last 3 years, the attainment of all pupils, including those who are disadvantaged, has been below the national average. Leaders are not ensuring that current pupils gain essential knowledge and skills in reading, writing and mathematics. Teaching varies in quality. Staff do not consistently address gaps in pupils’ knowledge or identify the barriers that limit their learning. As a result, many pupils leave the school without the secure understanding that they need, including in their personal, social, health and economic education. This leaves them less prepared for secondary school than they should be. Across key stages 1 and 2, a significant number of pupils struggle to access the curriculum and learn well. Pupils’ attendance has been low for several years. Some pupils, including those with special educational needs and/or disabilities, are persistently absent. Although leaders are currently taking suitable steps to bring about improvement, it is too early to see sustained impact. The school is small and friendly. Staff greet pupils warmly each morning. From the early years onwards, caring staff give pupils a reassuring start to the day. Pupils benefit from the school’s nurturing approach, which helps them feel safe, well cared for and valued. Staff provide consistent guidance that helps pupils follow established routines and meet the high expectations for behaviour. Pupils generally behave well and have positive attitudes to learning. Staff know pupils well. Relationships across the school are respectful and supportive. Bullying is rare. Leaders do not tolerate discrimination. Children in the early years make a positive start to school. Staff work closely with parents, carers and external professionals to identify and address barriers to children’s learning and development. Pupils of all ages receive appropriate support for their social, emotional and mental health needs. They enjoy taking part in lunchtime and after-school activities. Older pupils look forward to residential experiences.

What the school should improve

• Leaders should support teachers to develop their expertise so that teaching is high quality and assessment strategies are used effectively to help pupils overcome barriers to learning and meet the needs of all pupils. • Leaders should ensure that pupils develop secure curriculum foundational knowledge and that teachers address gaps in learning effectively so that pupils progress through the curriculum and achieve well. • Leaders should monitor and evaluate the school's provision and the impact of the strategies that are used to support pupils to learn and make swift changes when necessary to help pupils to do their best. • Leaders should ensure that attendance rates for all pupils improve and persistent absence reduces so that overall attendance is at least in line with national averages. • Leaders should ensure that the personal, social, health and economic education curriculum is taught well and with consistency to enable pupils to develop their knowledge effectively. • Leaders should provide pupils with increased opportunities to broaden their experience of the wider world so that they are prepared for life in modern Britain. • Leaders should ensure that there is sufficient leadership capacity to make swift and sustained improvements to the school. • Governors should improve their strategic oversight of the school to ensure that teaching improves rapidly and pupils achieve well.

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