Escomb Primary School

What Ofsted said

From the inspection on 31 March 2026

Pupils are safe and happy at Escomb Primary School. They are well cared for and have positive relationships with staff. Pupils are polite and kind to each other. They conduct themselves well in lessons and during social times. Bullying is rare and dealt with effectively. Pupils enjoy going to school and most attend regularly. However, a small minority of pupils are absent too often. Pupils benefit from a broad and balanced curriculum that enables them to learn more over time. Children in the early years secure their foundations in preparation for key stage 1. Pupils go on to gain the skills they need for their next steps. Pupils become confident readers and communicators. However, a minority of pupils do not develop their writing skills as quickly as they could. Pupils enjoy exploring different topics across the curriculum. Pupils typically achieve well. However, a small number of pupils would benefit from more time to secure their knowledge before they move on to the next topic. Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) benefit from effective support in school. All pupils, including disadvantaged pupils and pupils with SEND, access a wide range of activities and clubs tailored to their interests. They can learn to play musical instruments, such as the violin. Pupils try a range of sports, including curling, jujitsu and handball. They experience visits to museums, the local church and theatres. Pupils particularly enjoy their annual visit to watch a pantomime. Pupil leaders are role models for younger pupils. The 'belonging group' supports pupils to feel included in the school community. The school council shapes the work of leaders. They make sure the voices of pupils are heard and organise events to raise funds for new equipment. Older pupils explore different careers and build their aspirations for the future. Pupils are well prepared for their next steps.

What the school should improve

• Leaders should ensure the provision for developing pupils writing skills, including handwriting and spelling, is highly effective and embedded across all subjects and phases.
• Leaders should ensure that the teaching of the curriculum, particularly across foundation subjects, effectively secures pupils knowledge before moving on to new content.
• Leaders should ensure pupils are supported to achieve at the highest levels at the end of key stage 2, increasing the number of pupils who reach the higher standard or greater depth in reading, writing and mathematics.
• Leaders should ensure their actions continue to reduce barriers to attendance, reducing persistent absence for all pupils, particularly those with special educational needs and/or disabilities.

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