Godolphin Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils at Godolphin are eager to start the day. They move sensibly from the playground to calm, purposeful classrooms. They quickly settle into morning tasks, such as reading, writing or practising spellings, knowing exactly what is expected of them. Staff greet them warmly and build strong, trusting relationships, so pupils feel safe, supported and ready to learn. In lessons, pupils learn a wide range of subjects and experiences. They enjoy exciting texts, investigate scientific ideas and work through mathematical problems using practical resources. Teachers generally ask probing questions and encourage pupils to think carefully about their answers. Pupils respond positively to challenge and take pride in their efforts, particularly when they can share their work. At times, their spelling and handwriting errors are not addressed so these continue. For others, checks on their learning are not used to amend plans or approaches so they achieve even more. Staff work together effectively as a collective and cohesive team for the benefit of all pupils. Some wish to contribute more to subject leadership. Leaders, including governors, check that planned actions are having the desired impact on improvements. Pupils enjoy learning beyond the classroom. They take part in enrichment activities, such as sports, outdoor learning and trips, and they speak enthusiastically about these experiences. At playtimes, they join in cooperatively, invent games, and include one another. Older and younger pupils mix easily, and relationships across the school are friendly and respectful. When pupils face difficulties, staff support them sensitively. Pupils know they can talk to a trusted adult, and systems, such as ‘I wish my teacher knew’ boxes help them share concerns. Staff listen carefully and act quickly, helping pupils feel secure and understood. Pupils understand the school’s high expectations. They respond well to praise and rewards, and behaviour remains consistently positive.

What the school should improve

• Leaders should raise pupils’ achievement further so that pupils consistently achieve well across the curriculum from their starting points, especially in handwriting and spelling.
• Leaders should ensure teachers, including those in the early years, use checks on the impact of teaching and the curriculum to embed adaptive approaches, especially in writing and mathematics, so pupils consistently achieve well.
• Leaders and governors should ensure subject leadership improves and they monitor the impact of their actions to check that what they intend to improve, does improve.

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