Firs Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils report that Firs Primary School feels calm and safe. Lessons are purposeful. However, too many pupils, particularly those with special educational needs and/or disabilities, do not consistently receive timely, well-matched support in lessons. This limits how well they learn and remember the curriculum. Pupils welcome the improvement in behaviour and describe the positive difference it has made to their day-to-day experience at school. Attendance has risen from a low starting point. Even so, persistent absence remains too high, and too many pupils arrive late. This undermines learning and interrupts important routines at the start of the day. While many pupils now attend more regularly, leaders’ high expectations are not consistently realised for a greater proportion of pupils. New leaders have prioritised strong relationships. Pupils value this and respond well to staff as positive role models. They form respectful, considerate relationships with their peers. The school provides a broad range of opportunities beyond the classroom, such as trips, visits and junior leadership roles. These are accessible to all pupils. These experiences enrich the taught curriculum, bring learning to life and help pupils see that their voice matters in the school’s improvement journey. Pupils move around the building sensibly, and social times are typically calm. Pupils say that bullying is rare, and they are confident that staff address concerns when they arise. Most pupils can explain how to keep themselves safe and healthy. Older pupils speak maturely about respect and inclusion, leaving them better prepared for life in modern Britain.

What the school should improve

• Leaders should improve how effectively they identify the precise needs of pupils with special educational needs and/or disabilities so the support they receive is impactful, timely and ensures pupils' needs are consistently met.
• Leaders should strengthen assessment so that teaching identifies pupils' starting points and addresses gaps in pupils' knowledge effectively so that pupils catch up, improve their work and achieve well.
• Leaders should ensure that staff in the early years use consistent, effective approaches to develop children's language, vocabulary and communication so they are better prepared for key stage 1.
• Leaders should ensure that systems to improve attendance are embedded effectively so that attendance and persistent absence improve.

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