Linacre Primary School

What Ofsted said

From the inspection on 20 January 2026

Pupils’ day-to-day experiences of school life are extremely variable. Many pupils do not behave well. Some pupils show a lack of respect for others or refuse to follow teachers’ instructions. The conduct of a significant number of pupils, both in lessons and around the school, is poor. These behaviours frequently escalate and disrupt other pupils' learning. This hinders pupils' enjoyment of school. Staff's expectations of what pupils, including those in the early years, should know and do are too low. This is compounded by the fact that the school has not addressed the high rates of pupil absence that have occurred over time. As a result, too many pupils arrive at school late or miss significant amounts of learning. While phonics teaching is improving, these gains are not reflected across the wider curriculum. Pupils have significant gaps in their basic knowledge, especially in reading, writing and mathematics. Little has been done to stem the tide of pupils' underachievement. Consequently, many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, are not prepared well for the next stage of their education. Pupils appreciate the very recent changes that leaders have made to improve the school. The start of each school day is increasingly calmer. Staff greet pupils warmly at classroom doors. This helps pupils to feel safe and well cared for. Recently, pupils have begun to benefit from a wider range of school activities. For instance, during lunchtimes, pupils enjoy taking part in relaxing activities, such as crocheting. Pupils also value the increased variety of playground equipment and games that they can use. Pupils appreciate recent opportunities to participate in activities, for example, to improve the local environment. However, pupils have very few other chances to develop their character or broaden their horizons. This limits pupils' wider development beyond the academic curriculum.

What the school should improve

• Leaders and governors must swiftly address the high turnover of staff and frequent staff absences to reduce the school’s reliance on external support. • Leaders and governors must ensure that staff's expectations of pupils' achievement and conduct are raised rapidly, leading to a culture of high aspirations for all. • Leaders and governors must take swift action to improve the behaviour of a significant proportion of pupils, including those who are disadvantaged and/or have special educational needs and/or disabilities (SEND), so that all pupils can enjoy their learning in an environment where they can thrive. • Leaders and governors must act decisively to improve pupils’ attendance and punctuality, particularly pupils with SEND and disadvantaged pupils, so that pupils do not miss out on important learning and experiences. • Leaders and governors must ensure that staff deliver a curriculum that is ambitious and well sequenced, and that meets the needs of pupils, including those from vulnerable groups and children in the early years. • Leaders and governors must ensure that any barriers to pupils' learning, including in the early years, are identified accurately and resolved swiftly so that pupils achieve well and thrive. • Leaders and governors must ensure that gaps in pupils' basic skills in reading, writing and mathematics are addressed swiftly so that pupils can access the full breadth of the curriculum effectively. Leaders and governors must also ensure that pupils develop a love of reading, so that they read widely and often. • Leaders and governors must ensure that staff are well trained so that they have the knowledge and skills necessary to carry out their roles effectively. • Leaders should ensure that the recent improvements to the programme to enhance pupils' personal development and wellbeing are embedded thoroughly, so that pupils are well prepared for life in modern Britain.

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