Grange Primary School

What Ofsted said

From the inspection on 13 January 2026

The school’s motto, ‘living, learning, laughing’, is well embedded in everyday school life. Pupils enjoy coming to Grange Primary School and there is a strong sense of fun and enthusiasm. Music plays an important role across the school. Pupils sing confidently in assemblies, engage enthusiastically in dance lessons and enjoy creating their own dance routines during lunchtimes. Pupils are provided with opportunities to develop the personal characteristics they need to succeed. They build leadership skills through roles, such as school ambassadors, where they represent the views of others, and as ‘Ivengers’, promoting online safety. Pupils understand the importance of taking responsibility for their actions and decisions. Older pupils act as positive role models for younger children. For example, children in the early years delight in visits from Year 6 pupils, who read stories to them. Staff have high expectations of pupils’ behaviour and, for the most part, pupils meet these expectations. Pupils who require additional support to engage positively in their learning receive timely help. For example, some pupils begin the school day by talking with a trusted adult in the ‘sunshine room’ or by taking part in physical activities. As a result, they are calm and ready to learn. Pupils enjoy their learning and take it seriously. Generally, they engage well in lessons and support one another effectively. The school places a strong emphasis on pupils’ safety and wellbeing and provides a warm, welcoming environment. Pupils have positive and trusting relationships with the adults who work with them. However, over time, pupils have not been sufficiently well prepared for the next stage of their education. Leaders did not act with enough urgency to address weaknesses in curriculum design and implementation. Leaders have now identified appropriate priorities for improvement, informed by their analysis of data and other information they gather. Nevertheless, it is too early to determine whether these actions are having a positive impact on the school’s academic provision or pupils’ outcomes.

What the school should improve

• Leaders should rigorously check that the actions they are taking are addressing the school’s identified priorities with sufficient speed and impact. • The school should ensure that pupils gain the essential foundational knowledge they need to be well prepared for the next stage of their education. This includes ensuring that learning activities in the early years enable all children to develop the knowledge and skills they need to be ready for Year 1. • Teachers should consistently identify and address pupils’ misconceptions and ensure that pupils can reliably recall and apply prior learning. • The school should continue to embed the actions taken to improve pupils’ attendance and evaluate their effectiveness so that pupils attend school on every possible day. • Leaders should ensure that pupils’ behaviour at social times is consistently in line with the school’s high expectations. • The school should ensure that pupils develop a secure and increasingly deep understanding of a range of faiths and cultures.

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