Gentleshaw Primary Academy

What Ofsted said

From the inspection on 6 January 2026

Pupils are happy in this welcoming school community. From early in the morning, most pupils settle quickly and calmly into the life and activity of the school. Most pupils immerse themselves in a broad range of interesting activities in the classroom and beyond. As soon as they join, children quickly develop an eagerness to learn. This serves them well as they move through the school. Pupils learn a broad and balanced curriculum. Most pupils achieve well. However, for some pupils, teaching does not meet their learning needs effectively enough. This hinders the progress they make across the curriculum. In addition, despite pupils with special education needs and/or disabilities quickly developing a sense of belonging, some struggle to access their learning. This is because the support these pupils receive varies and is not always tailored to meet their specific needs. Children in the early years are happy and enjoy their learning. They engage in activities and staff interact warmly with them. However, at times, the quality of these interactions between adults and children is not as effective as it could be. This means that children’s communication and language skills do not develop as quickly as they should. Leaders have high expectations for pupils' behaviour. Staff apply these consistently. Relationships between staff and pupils are warm and caring. Pupils respect and trust their teachers and peers. They work well alongside each other in lessons. Pupils listen and concentrate. During unstructured times, pupils behave well and show consideration towards others. Incidents of bullying are rare. Staff deal with any issues quickly and effectively should they occur. As a result, pupils feel safe. Pupils attend regularly. When pupils do not attend school frequently enough, the school supports pupils and their families effectively. Persistent absence is reducing over time because of this.

What the school should improve

• Leaders should ensure that staff have the necessary skills and expertise to effectively deliver the curriculum, including the school's phonics programme, so that pupils develop the knowledge and skills they need. • Leaders should ensure that all staff have a precise understanding of the barriers to learning and/or wellbeing that pupils with special educational needs and/or disabilities face and understand how to overcome them. • Leaders should ensure that there are frequent, high-quality interactions to develop language and vocabulary across all areas of the early years provision to enable children to develop their foundational knowledge over time.

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