Goldsmith Primary Academy

What Ofsted said

From the inspection on 18 November 2025

Pupils thrive academically and personally in this vibrant, harmonious and nurturing school. Staff know pupils exceptionally well and care deeply about their success and wellbeing. This creates a strong sense of belonging and pride among pupils. Pupils feel safe, happy and valued because of the positive relationships that they have with staff and their peers and the extensive support they receive for their personal development. Attendance rates are close to national averages and strong when compared to similar schools. This reflects pupils' eagerness to attend school. Pupils, parent and carers embrace the school's mantra of 'dream, rise and aspire', which is evident in every aspect of school life. Aspiration is high for all pupils. They rise to these expectations and achieve highly, particularly those pupils who are disadvantaged and those with special educational needs and/or disabilities. Skilled staff remove barriers to learning through innovative approaches, including technology that personalises support so every pupil can thrive. From the early years onwards, pupils develop curiosity and confidence, showing sustained focus in lessons and positive attitudes to learning. They behave impeccably in classrooms and during social times, treating each other with respect and kindness. Bullying is not tolerated, and pupils trust staff to act swiftly if concerns arise. Pupils enjoy an incredibly rich curriculum and a wide range of clubs, trips and leadership opportunities that nurture talents and broaden horizons. They speak confidently about their learning and future ambitions because careers education is embedded throughout the curriculum. Older pupils are superb role models for younger children, and all pupils contribute meaningfully to the school community through the leadership roles that they are proud to hold. Pupils leave extremely well prepared for their next steps, proud of their achievements and their school.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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