Flanderwell Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils enjoy coming to school. They arrive promptly to a calm and friendly start where staff greet them with warm welcomes. Pupils demonstrate excellent manners. They greet visitors with a cheerful ‘good morning’ and go out of their way to hold doors open for others. Pupils are courteous and respectful, and they take pride in their school. Pupils behave well. The school is calm and orderly, in lessons and as pupils move around the building. At playtimes, pupils play together cooperatively, using equipment such as tyres and pallets. Pupil play-leaders help games run smoothly. Bullying is uncommon and adults resolve any issues that do occur. Pupils know the importance of being an upstander rather than a bystander. They feel safe and know they always have a trusted adult they can turn to. Pupils who are new to the school are welcomed and supported to settle in. Pupils learn to treat everyone fairly and with respect. They play their full part in helping their school to be an inclusive and harmonious place to learn. Pupils are proud to contribute to school life and keen to take on roles and responsibilities, such as house captains. The recently introduced outdoor play programme has helped pupils to grow in confidence and to cooperate positively. Their enjoyment of it is plain to see. Pupils learn how to keep themselves safe, including online. The curriculum teaches them about road safety, water safety and healthy relationships. The school adapts what it teaches when local issues arise. Pupils, including those with special educational needs and/or disabilities make progress through the curriculum and gain the knowledge and skills they need. They enjoy their lessons and talk about their learning with confidence. Pupils attend regularly and are prepared for the next stage of their education.

What the school should improve

• Leaders should ensure that teachers consistently match tasks to what pupils need, including pupils with special educational needs and/or disabilities, so that all pupils achieve as well as they can.
• Leaders should ensure that pupils consistently secure the basics of letter formation and handwriting, from the early years onwards.
• Leaders should embed their quality assurance processes so that their analysis of the school's performance is consistently detailed and insightful.

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