Duloe CofE VA Primary Academy

What Ofsted said

From the inspection on 27 January 2026

Pupils experience a strong family feel throughout this smaller-than-average, rural school. Relationships are warm, trusting and rooted in genuine care. Staff greet pupils personally each morning and ensure that they feel noticed and valued. Pupils are safe in school. Mixed-age classes help pupils build connections across year groups, creating a close and supportive community that often extends beyond the school day. The school’s vision shapes pupils’ interactions consistently. Pupils act with kindness and state clearly that bullying does not happen here. Most pupils are rarely absent from school. Parents and carers strongly support the school and speak positively about the guidance staff provide and the progress their children make. Pupils benefit from high expectations that leaders embed across all areas of the school’s work. Leaders make deliberate and well-informed decisions about what teachers teach and how they teach it. As a result, the curriculum continues to evolve, and pupils enjoy their learning, remain engaged in lessons and achieve well. Staff reflect regularly on their practice and endeavour to ensure they get things right for every child. Pupils’ needs are generally met through carefully planned support and small, thoughtful adaptations within classrooms. Pupils approach their work positively and respond well to the support they receive, enabling them to take part fully in lessons. Social times are harmonious. Pupils play happily together across year groups and show respect and care for one another. They understand what is expected of them and rise to these expectations, enjoying opportunities to collaborate and succeed together. Pupils also enjoy a wide range of opportunities designed to broaden their experiences beyond the classroom. They speak proudly about representing the school at sporting events and enthusiastically take part in local community activities, such as planting trees in the Duloe Stone Circle. These experiences help pupils develop confidence, responsibility and a strong sense of belonging.

What the school should improve

• Leaders should ensure that staff in early years strengthen children's communication and language skills by maximising opportunities to engage them in high-quality interactions. • Leaders should ensure that the progress of pupils with emerging or changing special educational needs and/or disabilities, or who have other barriers to their learning, is systematically monitored so that their needs are accurately identified and addressed effectively and that any barriers to learning are reduced or removed.

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