Knowleswood Primary School

What Ofsted said

From the inspection on 23 June 2026

Knowleswood Primary School is an improving school. Pupils have benefited from improvements in many aspects of school life since the school joined the multi-academy trust, including stronger support for their personal development. They learn how to be positive citizens in the local area. Experiences outside the classroom help them use and apply this knowledge. For example, pupils learn how to stay safe when riding a bicycle. Pupils behave well and engage positively with their peers. They show care towards each other. They appreciate the friends that they make during their time at school. Staff deal with any occasions where pupils do not follow expectations quickly and effectively. As a result, bullying is rare. Pupils are safe and very well cared for. Positive and nurturing relationships between staff and pupils mean they are able to share any worries they have. Some pupils, particularly disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), do not attend school regularly enough. This means that they miss significant parts of their learning and the wider support the school offers. Many pupils at the school are disadvantaged or have SEND. These pupils are fully involved in all aspects of school life. Staff support pupils through social and emotional support, small groups and excellent pastoral care. This ensures that pupils’ needs are met. Pupils do not attain as well as they could in national tests and examinations. In the past, too many pupils have not had the skills and knowledge they need for secondary school in subjects such as reading, writing and mathematics. Pupils receive a variable experience in the classroom. They develop gaps in their learning as a result. Leaders are taking effective action to address this. For example, children in the early years receive an appropriate education and make good progress.

What the school should improve

• Leaders should continue to accelerate the improvements in the quality of teaching so that pupils’ achievement, including in published outcomes, improves.
• Leaders should continue to implement and evaluate their attendance strategy to improve pupils’ attendance and reduce persistent absence, particularly for pupils with special educational needs and/or disabilities and disadvantaged pupils.
• Leaders should strengthen staff’s use of assessment within lessons to ensure that they swiftly address gaps in pupils’ foundational knowledge.
• Leaders at all levels, including those responsible for governance, should continue to refine the use of monitoring and evaluation so that variation in practice is identified and addressed quickly.
• Leaders should continue to routinely evaluate the school's approach to personal development to ensure all pupils can access a rich range of wider opportunities and experiences that support their personal growth, wellbeing and participation in school life.

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