Ealdham Primary School

What Ofsted said

From the inspection on 14 April 2026

Pupils experience a caring and inclusive environment where they feel supported and ready to learn. They enjoy learning across the curriculum and engage positively in lessons. Pupils speak enthusiastically about what they are learning and show curiosity and interest in their work. Staff help pupils effectively to reduce barriers to learning. As a result, pupils achieve well, particularly in reading and mathematics. Disadvantaged pupils achieve consistently strong outcomes by the end of key stage 2. Pupils arrive at school confidently and enjoy warm, familiar welcomes from staff. They value the personal greetings they receive each morning and settle quickly into established routines. This supports smooth transitions throughout the day and helps create a calm, orderly and purposeful atmosphere. Pupils benefit from strong, trusting relationships with adults who know them well. They feel recognised, valued and secure. Parents and carers also feel welcomed and listened to, strengthening pupils’ sense of belonging and safety. Any concerns are dealt with swiftly and effectively. Pupils value the wide range of experiences that support their personal development, including educational visits, clubs and special events. Through roles such as school councillors, house captains, reading ambassadors and play leaders, pupils build confidence, contribute positively to school life and develop an understanding of democracy. Pupils behave consistently well. They listen attentively, work productively and understand what good behaviour looks like. Pupils say expectations are fair and that adults help them make positive choices and show kindness to others. Suspensions are used sensitively as part of a wider support approach and have reduced significantly. While attendance remains a challenge for some pupils, systems and support are improving. Pupils show tolerance, kindness and respect for difference, and demonstrate a growing understanding of equality and fairness. As a result, pupils are well prepared for the next stage of education and life in modern Britain.

What the school should improve

• Leaders should continue to work closely with families to improve attendance, particularly for pupils who are persistently absent, so that pupils benefit fully from school.
• Leaders and those responsible for governance should continue to develop staff expertise so that the curriculum is implemented consistently across the school, with greater rigour and precision in adapting teaching and checking pupils’ understanding.

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