Leverhulme Community Primary School

What Ofsted said

From the inspection on 17 March 2026

Pupils receive a warm welcome at the start of each day. This is because staff genuinely care about pupils. In response, pupils trust staff and develop positive relationships with their peers. Leaders have created a school where everyone is valued. As a result, pupils are proud to be part of the Leverhulme school community. Pupils benefit from clear expectations for behaviour. Their barriers to learning are reduced successfully. Staff meet pupils’ needs, including those for pupils with special educational needs and/or disabilities (SEND). This helps ensure that pupils are calm and respectful. Pupils feel safe from the harmful effects of bullying. They appreciate the way in which staff deal with incidents of misbehaviour. Most pupils attend school regularly. However, some pupils are often absent. This affects their learning. Pupils enjoy learning about the interesting topics that they study. Leaders have designed the curriculum well to ensure that pupils learn all that they should. However, it is not delivered consistently well across different year groups. This affects some pupils’ achievement in national tests at the end of Year 6, which is typically lower than the national average. This is particularly the case for some pupils with SEND. As a result, some pupils are not as well prepared for the next steps in learning as they should be. Pupils are well prepared for life in modern Britain. They develop their understanding of diversity well. Pupils also have opportunities to extend their talents and interests through a range of clubs such as choir and gymnastics. Older pupils enjoy their leadership responsibilities, such as being librarians, online safety ambassadors and reading buddies.

What the school should improve

• Leaders should ensure that they engage parents and carers more effectively to improve the attendance of pupils who are persistently absent.
• Leaders should ensure that the arrangements to help pupils catch up on any missed learning arising out of their absence are effective.
• Leaders should ensure that teachers adapt the curriculum consistently well so that tasks better match pupils’ next learning, particularly for pupils with special educational needs and/or disabilities.
• Leaders should ensure that there are higher expectations for pupils’ written work, especially in key stage 1, so that common errors in pupils’ writing are addressed more systematically.

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