Dr Triplett's CofE Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils experience a school where they are safe, included and known well. From the start of the day, calm routines, warm greetings and clear expectations help pupils feel secure and ready to learn. Relationships between adults and pupils are consistently respectful. Pupils are polite, kind to one another and understand how to behave well. This creates a settled environment in which pupils feel safe and bullying is rare. When concerns do arise, pupils are confident that adults will listen and act quickly. Pupils enjoy coming to school and feel a strong sense of belonging. This is particularly evident for pupils with special educational needs and/or disabilities and those who need extra help to manage learning or emotions. Reasonable adjustments are made so pupils can take part fully in school life. Pupils learn to understand and respect each other's differences. Parents, staff and pupils speak positively about the school as a caring and inclusive community. Learning is purposeful and well organised. Pupils are keen to talk about their work and take pride in their books. Teachers build learning carefully from pupils' starting points, helping them to develop secure foundations, particularly in early reading, writing, handwriting and mathematics. Younger children quickly learn routines and behaviours for learning that prepare them well for the future. Where pupils fall behind, targeted support helps them to catch up and re-engage with learning. Pupils behave well in lessons and around school. They move calmly between activities and concentrate well. Attendance is supported through positive relationships with families and encouragement that pupils value. Pupils are also helped to understand how to be responsible, respectful members of the school and wider community.

What the school should improve

• Leaders should continue to strengthen support for pupils to reduce barriers, improve outcomes and support the wellbeing of pupils with special educational needs and/or disabilities. • Leaders should embed clear and consistent expectations for handwriting so that pupils develop secure, fluent writing skills, presentation improves and pupils are better prepared to meet age-related expectations and sustain progress as they move through the school. • Leaders must continue to place high priority on improving attendance and punctuality, and further strengthen it, working closely with parents to ensure that attendance is high for all pupils. • Leaders should strengthen the consistency of high-quality adult interactions in the early years to help children develop strong speech and language skills.

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