Marish Primary School

What Ofsted said

From the inspection on 7 July 2026

Pupils are happy and safe in this warm and caring school. Pastoral support wraps around pupils and their families. It is closely linked to their needs. As a result, pupils feel that they belong in this school. Attendance has improved, particularly for pupils who are persistently absent. More pupils are now attending school regularly. Attendance champions and daily greetings at the school gate ensure that pupils feel welcomed and supported each morning. Pupils behave very well. This is because routines are consistent and there is an embedded culture of high expectations. Pupils engage with learning well, particularly when teaching is closely matched to their needs. Pupils are confident and resilient. They learn to regulate their own behaviour consistently well. Pupils say that their peers behave well at Marish. Bullying and discrimination are not things that pupils worry about. They know that adults will take any concerns they have seriously. Consequently, pupils feel safe. Pupils enjoy learning. They achieve well in statutory tests and are proud of what they know and can do. Teaching is effective. Tasks and activities allow pupils to practise their newly acquired knowledge and skills. Pupils with the most complex special educational needs and/or disabilities are supported in the school’s specialist unit effectively. A carefully tailored curriculum and programme of care ensures that these pupils receive the support that they need to thrive. Pupils’ holistic development is a key priority. The personal development programme is extensive. It is carefully tailored to pupils’ needs. Pupils’ knowledge is secure and detailed. Older pupils benefit from a range of leadership opportunities. The extra-curricular offer is broad. All pupils, including those with the most complex needs, are supported to participate fully. This ensures that pupils are very well prepared for life beyond school.

What the school should improve

• Leaders should continue to improve pupils’ attendance, particularly for those who are persistently absent, so that recent impact is sustained.
• Leaders should ensure that teaching is highly effective and skilfully adapted to pupils’ needs across all subjects and year groups, with particular attention to teacher modelling and task design.
• Leaders should continue to embed their approach to professional learning so that all staff are equipped to fulfil their roles and responsibilities consistently well.

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