Marine Park Primary School

What Ofsted said

From the inspection on 9 June 2026

Pupils enjoy attending this warm and welcoming school at the heart of its community. Most pupils attend well. They say it is a school where everyone belongs and diversity is celebrated. Pupils benefit from positive relationships with staff, and as a result, they feel safe and secure in school. Pupils say that falling out is rare. They know that any incidents, including bullying, will be dealt with quickly by staff. Pupils confidently place their trust in staff. They know they are well cared for and that their views will be listened to. Pupils generally make progress in their learning by the time they leave school. Most pupils engage positively in lessons and are proud of their achievements. Older pupils have many opportunities to learn new information. However, over time, outcomes in Year 6 English and mathematics tests have not been as positive as they should be. Leaders have begun to act on this by making sure that pupils learn the right knowledge in a clear order. This helps pupils to build their understanding in reading, writing and mathematics. These changes are new, and the impact of this work is not yet evident in the outcomes that pupils achieve. Support for pupils with special educational needs and/or disabilities and those who face barriers to learning is not consistent. This is because pupils’ plans do not always identify precisely what targets pupils are working on and the support that they need. This includes in the early years. This means that some pupils are not well prepared for the next stage in their education. There are some extra-curricular activities on offer for pupils that link to sport and art. Many pupils show an interest in the school cricket club. Some pupils who face barriers to learning receive the help they need to support them to participate in these opportunities. Pupils speak positively about their local trips to the library and the cinema.

What the school should improve

• Leaders should ensure that pupils with special educational needs and/or disabilities have support plans that precisely identify appropriate targets linked to their area of need.
• Leaders should ensure that the work they have begun on developing the core subject curriculum is mirrored across all subjects.
• Leaders should ensure that pupils continue to develop their foundational knowledge and knowledge across the curriculum so that pupils are well prepared for the next stage in their education.
• Leaders should use the information from children’s starting points to precisely tailor the provision so that children make the progress they need to be ready for key stage 1.
• Leaders and governors should ensure that any action taken is precisely monitored and evaluated so that they are assured this is driving improvement across all areas of the school’s work.

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