Harmans Water Primary School

What Ofsted said

From the inspection on 17 March 2026

Pupils are happy at this caring school. Pupils with special educational needs and/or disabilities have their needs identified quickly and thoroughly. Staff offer thoughtful, personalised approaches that help vulnerable pupils by removing barriers to their learning and wellbeing effectively. Pupils develop a sense of belonging. They are proud of their school. Where the curriculum is implemented most effectively, pupils talk confidently about what they have learned and recall information well. For example, when sharing knowledge about what causes earthquakes in geography, or when singing ‘Five little ducks’ independently in the Early Years provision. However, at times, pupils’ understanding in lessons is not checked as effectively as it should be. As a result, a small proportion of pupils make repeated errors. Historically, pupils' achievement by the end of key stage 2 is below national averages in reading, writing and mathematics. Current pupils are beginning to be more secure in their knowledge and understanding, but this is yet to be reflected in published outcomes. Pupils know the school’s values of creativity, resilience, respect, responsibility, teamwork and thoughtfulness well. They value these and model them to each other throughout the school day. Pupils enjoy a rich variety of experiences that develop their talents and interests, including educational visits and inspirational visitors to the school. Recently, pupils' behaviour has improved in response to clear expectations and consistent approaches to behaviour management. Pupils understand what is expected from them and know the school's routines well. Bullying is not common. If there are any incidents they are dealt with quickly. Attendance is improving. Pupils know that attending school regularly is important, and most attend school regularly. Pupils know how to keep themselves safe, including when online. They are increasingly well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that, by the end of key stage 2, pupils achieve more securely across the curriculum and learn the knowledge and skills that they need to be fully ready for their next stage of education.
• Leaders should ensure that staff are equipped with the expertise they need to implement the full curriculum consistently well, so enabling pupils to build their knowledge more securely over time.
• Leaders should ensure that staff check pupils’ knowledge and understanding across the curriculum, including in the early years, consistently well. This includes offering precise support that helps pupils to avoid repeating errors and addresses misconceptions in their learning.
• Governors should further develop their knowledge and expertise, in order to provide robust support and challenge to leaders which results in improved achievement for all pupils.

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