Great Wood Community Primary School

What Ofsted said

From the inspection on 19 May 2026

Staff and pupils describe Great Wood Community Primary School as a family. Connection with the local community is an important part of the school’s ethos. The moment pupils walk through the door, staff greet them warmly. Pupils appreciate the inclusive environment where everyone accepts and values one another. They enthusiastically welcome visitors and treat them with courtesy, respect and warmth. Pupils are proud to be a part of the school. Children settle quickly in the early years. Older pupils help them learn the rules and feel a part of the family. Children have positive relationships with staff. These relationships are a positive feature of the school. Pupils continue to feel recognised and known throughout their time here. Pupils feel safe. They say bullying is extremely rare and that leaders will help them with any issues that may arise. Because they feel valued as members of the community, pupils want to come to school. They attend well. It is rare for pupils to miss school. A sense of belonging runs through the school. Pupils enjoy their lessons and want to learn. They experience a broad and interesting curriculum that prepares them well for the next stage. As a result, most pupils achieve well, especially at the end of key stage 2 examinations. However, some pupils with special educational needs and/or disabilities do not consistently access the help they need to progress well from their starting points. A wide range of experiences and opportunities is available for all pupils. Barriers to access do not prevent pupils from taking part. This is because leaders ensure that everyone is included in school life. This means that pupils, including those from vulnerable groups, participate fully in the school's personal development, which helps them grow and flourish.

What the school should improve

• Leaders should enhance their strategic oversight of inclusion so that pupils with special educational needs and/or disabilities (SEND) and those known to social care receive sharply targeted support that addresses barriers to learning and wellbeing swiftly and effectively.
• Leaders should ensure that staff have the expertise to provide appropriate adaptations in lessons for pupils with SEND so that barriers to learning are reduced and pupils with SEND progress well from their starting points.
• Leaders should ensure that writing activities in the early years are precisely matched to children’s emerging phonics knowledge so that they can build greater accuracy and fluency in their spelling and handwriting.
• Leaders should embed a consistent, school-wide approach to the teaching of handwriting, so pupils develop the fluency and accuracy needed to support their writing across the curriculum.

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