Crow Lane Primary and Foundation Stage School

What Ofsted said

From the inspection on 9 June 2026

Pupils are proud to attend this highly inclusive school. Staff work in partnership with families to support pupils' learning, wellbeing and pastoral care. Staff identify concerns and put support in place to help pupils make progress. Pupils with barriers to learning, including those with special educational needs and/or disabilities, receive appropriate support to access the curriculum alongside their peers. In the early years and key stage 1, pupils make progress from their different starting points and begin to develop a foundation of knowledge in reading, writing and mathematics. However, in key stage 2 pupils develop gaps in the important information they need to know and remember for future learning, which limits how well prepared they are for the next stage in their education. Being kind is at the heart of this school. Kindness can be seen in the ways pupils treat each other, adults and visitors. Pupils are generally confident to share any worries they may have with staff, including concerns about bullying. This helps many pupils feel safe. Pupils move calmly around the school. Children in the early years learn how to be a good friend, supporting their transition into key stage 1 and 2. At social times, pupils usually play together harmoniously. Pupils are greeted by warm and friendly staff each morning, which helps create a positive start to the day. Many pupils enjoy school, although attendance remains variable. The school’s work to reduce barriers to attendance for some pupils is having a limited impact. Attendance is beginning to improve for a small group of pupils who miss too many days, but a number still miss significant time in school and therefore miss important opportunities for learning. Pupils benefit from a range of experiences to enhance the curriculum. For example, pupils take part in a range of sporting opportunities, which they recognise as a way to stay healthy. Pupils value the leadership roles available in school. These opportunities help to support their development as responsible citizens. Pupils are prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that staff identify gaps in pupils’ foundational knowledge quickly and provide targeted support so pupils catch up rapidly. They should ensure pupils are supported to keep up with key learning so that published outcomes improve towards national averages.
• Leaders should ensure that teachers select learning activities that align closely with the intended learning outcomes. Activities should enable pupils to develop their knowledge and demonstrate the depth of their understanding effectively.
• Leaders should ensure that each subject curriculum clearly identifies and sequences key knowledge. The curriculum should include regular retrieval opportunities and check for understanding to support pupils to remember and retrieve key knowledge over time.
• Leaders should continue to implement a clear whole school approach to improve attendance and reduce persistent absence.
• Leaders and governors should ensure they have an accurate and precise understanding of the school’s strengths and weaknesses. They should use this information to support them in taking targeted action that secures rapid and sustained improvement.
• Leaders should ensure that all staff receive the necessary professional development so they can teach the curriculum effectively to all pupils.

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