Glenfrome Primary School

What Ofsted said

From the inspection on 9 December 2025

Pupils are proud to attend Glenfrome Primary School. They arrive with a smile and benefit from the warmth of welcome they receive from staff. This helps pupils to feel safe and cared for. Across the school, pupils and staff feel a deep sense of belonging. Pupils enjoy their learning. Their achievement in national tests is improving as a result of the changes that leaders have made to the curriculum. However, there is variability in the way staff deliver the wider curriculum. Teachers do not routinely check pupils' understanding, which means they do not retain essential knowledge and find it difficult to connect new learning with what they have learned before. Consequently, pupils do not progress through the wider curriculum as well as they should. Staff have high expectations of pupils' behaviour. Pupils understand the importance of following the school rules and demonstrate this through their day-to-day interactions with one another. This begins in the early years, where children respond well to the clear routines in place. Pupils are polite and kind towards each other and adults. Discrimination of any form is rare. Pupils are confident that adults will deal with it promptly should it occur. Staff know the pupils and their families well. They understand any barriers that pupils have, for example, in relation to their absence and work effectively to overcome them. Pupils' attendance continues to improve. Pupils value the school's wider opportunities on offer to them. These include a residential camp, representing school sports teams and joining clubs, such as music and chess. Pupils take pride in their leadership roles, such as school council and reading buddies. These roles help them to foster responsibility, improve the school and set a positive example for others.

What the school should improve

• Leaders should ensure that pupils develop the knowledge and skills they need, particularly in relation to their handwriting, spelling and composition, so that they are able produce work of a consistently high quality.
• Leaders should ensure that high-quality teaching, including how effectively teachers use assessment to check on pupils' learning, is embedded across the wider curriculum so that pupils, including those with special educational needs and/or disabilities, achieve consistently well.
• Leaders, including governors, should ensure that there is robust oversight of the actions that they take to improve the school so that weaknesses are promptly identified and addressed.

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