Maple Grove Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils enjoy learning and generally speak positively about their school. They take pride in their work. While most pupils achieve well, others do not achieve as well as they should. Some pupils, including some with special educational needs and/or disabilities, do not get effective support to overcome barriers to learning. This means that they do not make the progress that they are capable of and do not achieve as well as they should. Most pupils attend regularly. However, some pupils are frequently absent. This means that they miss out on important learning and the wider opportunities that the school offers. Pupils show care and kindness to each other. Positive relationships with staff and other pupils help them feel safe. Pupils rarely experience bullying. They trust staff to deal with it quickly if it happens. Pupils know who to speak to if they have any concerns. They are confident that staff will listen and help them. Typically, pupils behave well. Pupils have positive attitudes to learning. They enjoy learning and try to do their best. Pupils listen carefully and follow instructions. As a result, they work in calm classrooms and stay focused. This means they use their time productively. At playtime, pupils get along well with each other. Children in the early years settle into routines quickly. They enjoy playing, exploring and learning alongside each other. Pupils benefit from a range of experiences beyond lessons. These experiences are available to all. Pupils take part in activities that widen their interests. For example, they learn about different types of music and visit interesting places, such as castles. These opportunities help pupils to remember what they have learned. They also help pupils make links across different subjects.

What the school should improve

• Leaders should use the graduated approach more consistently. To ensure most pupils with special educational needs and/or disabilities have their specific barriers to learning addressed through targeted, evidence-informed classroom adaptations that are implemented and reviewed for impact.
• Leaders should continue to embed consistent curriculum implementation across all subjects and year groups. This will ensure pupils secure key knowledge more quickly and achieve well, with more reaching the expected standard by the end of key stage 2.
• Leaders and governors should continue to strengthen relationships with parents and carers so that confidence in the school grows.

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