Frizinghall Primary School

What Ofsted said

From the inspection on 6 May 2026

Frizinghall is an inclusive school. It is a beacon within the local community. Staff work in partnership with families to support pupils' learning, wellbeing and pastoral care. Staff take time to understand the barriers to learning or development that some pupils may face. Staff identify concerns early and put support in place to help pupils make progress. Many pupils make progress from their different starting points. Leaders are working to ensure that the achievements of older pupils in particular are strengthened. Pupils benefit from positive relationships with adults in school, who get to know them well. This means that pupils feel valued, cared for and safe. This nurture and care begin when children start in the Nursery. Pastoral support is an important part of daily school life. Staff guide pupils' social, emotional and personal development from a young age. Adults encourage pupils to develop confidence and resilience as they learn and play. There is a very clear sense of belonging at Frizinghall, which is underpinned by the caring ethos of the school. Staff welcome pupils into school at the start of the day. Leaders have established routines that help pupils move calmly between activities. Many pupils attend school regularly, but some do not. However, attendance is improving. Leaders use rewards and incentives to encourage regular attendance, and many pupils say they enjoy coming to school. Pupils enjoy learning and take pride in their school and their work. In many lessons, pupils are attentive and take part in activities set by their teachers. Around school, behaviour is calm and orderly, with pupils treating the adults and children with respect and care. At social times, pupils' play is joyous and fun. Bullying is rare. Pupils know that there are trusted adults in school who will help if needed. Pupils benefit from a wide range of trips, visits, visitors and experiences to enhance the curriculum. This brings learning to life and pupils talk animatedly about these opportunities. They also value the wide range of clubs and responsibilities on offer for them. These activities help pupils develop interests beyond their academic learning.

What the school should improve

• Leaders should ensure that effective classroom practice is implemented consistently, particularly as pupils move into key stage 2, so that achievement is sustained across the curriculum over time.
• Leaders should ensure that their approaches to improving attendance lead to sustained improvement over time, particularly for different groups of pupils.

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