Crown Wood Primary School

What Ofsted said

From the inspection on 20 January 2026

Pupils are proud of their school. They say it is a happy, equal, caring place. Pupils feel safe. They are fully included in all aspects of school life and develop a clear sense of belonging. Disadvantaged pupils and pupils with special educational needs and/or disabilities are supported well. Where needed, pupils receive adapted resources so that they can access learning and progress well through the curriculum. In subjects such as mathematics and English, pupils learn the curriculum securely. Reading is a particular strength. Children make a strong start in the early years, building the foundational knowledge and skills that they need. However, beyond the early years, in the wider curriculum, staff do not help pupils consistently well to build on what they have learned previously. As a result, a significant minority of pupils have gaps in their learning and do not achieve as well as they should by the end of key stage 2. Pupils know the school’s DREAM values of 'determination, responsibility, everyone together, aspiration and achievement, mutual respect' very well. Pupils feel safe and learn about how to manage risks effectively, including when online. They learn about fundamental British values, such as democracy and tolerance, and value the variety of assemblies, visitors to school, pupil roles and responsibilities. Generally, pupils are well prepared for life in modern Britain. Pupils attend regularly and punctually. If pupils struggle with attending school regularly, they get the focused support that they need. Bullying is not tolerated. Generally, pupils play respectfully and enjoy a range of team games and individual resources at breaktime. However, a small number of pupils do not always set a positive example to their peers. Leaders have identified this, and their swift actions are already beginning to have a significant impact.

What the school should improve

• Leaders should ensure that all subjects are designed and taught consistently well across classes and year groups, so that pupils build on their prior knowledge securely over time. • Leaders should ensure that strategies to support pupils’ behaviour in the playground and around school are developed even further, so that all pupils meet staff's high expectations during unstructured times. • Leaders should build on their effective work to improve pupils' writing skills, including transcription, so that all groups of pupils make the progress that they should within the writing curriculum.

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