Great Ouse Primary Academy

What Ofsted said

From the inspection on 2 June 2026

Pupils feel cared for and valued at this warm, nurturing school. They enjoy attending and speak positively about their experiences. Relationships between pupils and with staff are firmly rooted in mutual respect. Pupils act with kindness, support and thoughtfulness towards one another. These strong relationships extend to staff, whom pupils trust to listen and resolve issues. As a result, pupils feel a deep sense of belonging. They proudly describe the school as ‘one big family’. This encourages pupils to attend regularly. In the playground, pupils cooperate well and organise their own games successfully, taking careful consideration of others. In lessons, they listen to each other’s ideas and work collaboratively to complete tasks. Pupils understand clearly what bullying is. While occasional unkindness occurs, staff address it promptly and effectively, meaning pupils feel safe. From the early years, the curriculum inspires curiosity and encourages pupils to explore topics further. Staff make learning enjoyable, helping pupils remember key knowledge. Pupils achieve well. Carefully planned trips enhance learning across the curriculum. For example, a visit where pupils examined Egyptian artefacts strengthened their knowledge and motivated them to continue learning beyond school. The school includes all pupils in academic and extra-curricular activities. Staff identify and remove barriers so that everyone can participate fully. Pupils with special educational needs and/or disabilities are well prepared for learning and are helped to access the curriculum successfully. Pupils value the wide range of opportunities available, including sports competitions, trips and residential visits. They take pride in representing their school and demonstrate enthusiasm when engaging in new experiences. Leaders actively promote the school values, which ensure that pupils build confidence, resilience, and independence. As a result, pupils leave the school well prepared for the next stage of their education and for life in modern Britain.

What the school should improve

• Leaders should ensure that all pupils’ individual targets and adaptations are sharply focused and precise so that pupils with gaps in their foundational knowledge make increased progress.
• Leaders should ensure a consistently effective approach to teaching and to the quality of work produced across the school.
• Leaders should refine analysis of disadvantaged pupils' gaps in learning to ensure greater precision and enabling more targeted support for a small group of pupils.

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