Layston Church of England First School

What Ofsted said

From the inspection on 23 June 2026

Pupils are starting to benefit from the recent improvements leaders have made to the school. Pupils, including the increasing number of pupils with special educational needs and/or disabilities (SEND), are well-cared for and safe. Across the school, pupils learn in calm and orderly classrooms. Pupils have responded positively to the updated behaviour policy and there are now few unwelcome behaviours. Playtimes are enjoyable. Pupils cooperate kindly and respectfully, without any worries about bullying. Pupils value the updates leaders have made to the curriculum. They enjoy the range of subjects they are taught. Pupils are beginning to see their achievements improve, for example in phonics and knowledge of times tables. Most pupils leave Year 4 with the necessary knowledge ready for their next school. However, pupils, including in early years, are not routinely set work that is precisely matched or adapted to their needs. This includes pupils with SEND and/or who are eligible for pupil premium funding. Consequently, this means that these pupils have gaps in knowledge that are not securely addressed. In early years, there are missed opportunities for children to have their learning extended further. The school ensures that pupils with SEND have the necessary resources and support to access the curriculum in class with their peers. However, some pupils with SEND are over-reliant on adult help, which hinders their independence. Pupils like the opportunities they have to learn new skills, such as den building in the school’s forest area. They relish leadership roles such as being wellbeing ambassadors, lunchtime buddies or ‘class greeters’. Pupils enjoy 'letting their light shine' through collective worship, supporting others in the local community and sponsoring a school abroad. Clubs such as dodgeball, gymnastics and girl’s football are popular. Pupils attend regularly and know why this is important.

What the school should improve

• Leaders need to ensure that in early years, staff increase their expectations of what children can achieve in their learning and ensure interactions with children maximise learning opportunities, so children achieve as highly as the curriculum intends.
• Across the school, including in early years, leaders need to ensure that staff use assessment more effectively to inform next steps in teaching and adapt learning to meet pupils' needs more precisely.
• Leaders need to ensure that pupils across the school with the highest needs make suitable academic progress from their starting points and develop more independence academically.
• Leaders need to ensure that staff ensure pupils with gaps in reading and writing fill these gaps more quickly.

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