Eileen Wade Primary School

What Ofsted said

From the inspection on 2 December 2025

Pupils are very happy at this school and many do well. They feel safe because adults know them individually and look after them. Pupils show a keen interest in their learning. They talk confidently about what they have learned. For example, they can explain how the lives of children in other countries differ from their own. Pupils experience effective teaching and, as a result, generally achieve in line with national outcomes by the end of Year 6. This begins in early years, where children develop positive attitudes to learning. Pupils are supported by adults who know them extremely well. Pupils with special educational needs and/or disabilities have their needs understood. They receive support that is appropriately targeted. At Eileen Wade, pupils feel part of a close and friendly community where everybody knows one another. The older pupils look out for the younger ones. Pupils in Years 5 and 6 organise games at playtimes and run after-school clubs. Playtimes offer a lot of choice. Pupils enjoy taking part in races on wheeled toys, building forts and playing team games. Pupils also benefit from a wide range of activities that enhance their learning. They play steel drums and the flute. Pupils meet a variety of visitors, including local farmers. This helps them to understand their community. Pupils feel encouraged, as school leaders help them develop their individual talents, including in areas such as writing and football. Pupils behave well. They understand the clear expectations and confidently follow these. If pupils find this hard, which is rare, they receive caring support to help them learn how to manage their emotions and actions. Bullying is also rare, but dealt with promptly and appropriately. Pupils feel well prepared for secondary school. They enjoy joining activities with the federated school, which helps them feel part of a wider community.

What the school should improve

• Leaders should ensure that pupils consistently apply basic writing skills, such as punctuation and capital letters, across the wider curriculum beyond English.
• Leaders should embed new approaches to teaching spelling so that pupils continue to use phonics beyond the early years and Year 1.

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