Malmesbury Park Primary School

What Ofsted said

From the inspection on 16 June 2026

Malmesbury Park has been through changes in leadership that have resulted in a period of instability. This has reduced the effectiveness of the school’s work. Although pupils remain safe and well cared for, some are not well prepared for the next stage in their education. Pupils enjoy attending this school. They say that it is a safe place to be. On the whole, pupils behave well in lessons and enjoy their learning. Pupils say that staff can be relied upon to sort out any poor behaviour or bullying that takes place. Pupils appreciate the pastoral support on offer and say that staff are always prepared to listen to any worries or concerns they may have. Older pupils value their leadership roles as these give them an opportunity to contribute positively to the school community. Although many parents and carers are positive about the school, some feel that their children do not always get the help they need. Some parents are also concerned that not all pupils behave as well as they should. Teaching is not consistent enough to make sure that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), are well prepared for the next stage in their education. Leaders, working closely with staff, are taking steps to make sure that more pupils secure the knowledge and skills they need as they move through the school. However, these actions are very recent and have not had time to improve pupils’ outcomes. Many aspects of the school's work are effective, for example, the teaching of early reading and pupils' personal development and wellbeing. Leaders have recently introduced successful changes to strengthen other important areas of the school’s work. As a result, behaviour has improved and more pupils with SEND now receive the help they need.

What the school should improve

• Leaders should ensure that all pupils with special educational needs and/or disabilities, including those in the special educational needs unit, receive the support they need to progress well in their key area of need so that they are prepared for the next stage in their education.
• Leaders should ensure that all subjects in the curriculum clearly sequence the knowledge and skills that pupils need to know and remember. Leaders should then make sure that staff regularly check what pupils know and remember so that pupils build their knowledge securely and any gaps are quickly identified and addressed.
• Leaders should ensure that pupils with gaps in handwriting, spelling and punctuation are given the support they need to quickly become accurate and fluent writers across the curriculum.
• Leaders should ensure that the early years curriculum is consistently well delivered in all areas of learning so that every child has the skills and knowledge they need to do well in the next stage of their education.
• Leaders, including trust leaders, should continue to provide the school with robust support and challenge by checking the impact of the school's work to address its key priorities so that this leads to rapid and sustained improvements.

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