Maple Primary School

What Ofsted said

From the inspection on 27 January 2026

Everyone receives a warm welcome at Maple Primary. Pupils approach new classmates with kindness and respect, creating an inclusive atmosphere from the outset. They recognise that everyone is different. They show awareness of the additional support some pupils need, particularly when communicating. Pupils describe the nurturing climate as a 'supportive community', capturing the school’s ethos. Pupils demonstrate this inclusive spirit by using sign language during performances alongside singing, ensuring everyone could participate and feel valued. Pupils’ attendance is high, demonstrating their enthusiasm for learning and school life. They speak proudly about their work and share their achievements with confidence and enthusiasm. Staff provide the right support so all pupils can access the curriculum and flourish. Pupils, including those with special educational needs and/or disabilities, achieve very well across the school. Older pupils understand the importance of each subject and how they link to their future aspirations. They set ambitious goals and show determination to achieve them. They are prepared well for the next stage of their education. Pupils' positive attitudes contribute to a purposeful learning environment. Pupils behave respectfully and show good manners in their interactions with adults and peers. The school places a clear emphasis on promoting pupils’ wellbeing. Pupils know how to seek support when they need it. Pupils explain that bullying does not occur. They feel confident that staff would act quickly if it did. They can put their concerns in the 'worry box' or speak directly with a wellbeing ambassador. Every pupil also has a trusted adult to talk with. This helps them feel safe at school. Well-established relationships between staff and pupils help them address concerns with resilience. Leadership opportunities exist for pupils of all ages, including roles in the eco council. Members lead whole-school sustainability initiatives and take part in community projects to upcycle and repair items. Links with a partner school in France broaden pupils’ understanding of the wider world. These experiences prepare pupils well for life in modern Britain. They strengthen their sense of global responsibility.

What the school should improve

• Leaders should continue to support staff in embedding effective assessment practice so that pupils’ understanding is checked precisely and teaching is well informed. This will help pupils secure the most important knowledge and concepts, providing a strong foundation for future learning.

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