Marlfields Primary School

What Ofsted said

From the inspection on 7 July 2026

Pupils are greeted warmly by staff each morning as they arrive at school. This positive start to the school day means that they typically feel safe and attend regularly. Relationships between pupils and staff are positive. Pupils know that a trusted adult is close by if they need one. They understand how to keep themselves safe when in school and online. When pupils do raise a concern, such as an incident of bullying, staff generally listen and act quickly. On the whole, pupils behave well in classrooms and during playtimes. They are polite, respectful and kind to each other. On occasion, they can be distracted in their learning by pupils who struggle to manage their emotions. Some pupils do not feel that adults deal with poor behaviour consistently well. They are not confident that further incidents are prevented. Children in the early years settle well to learning. On occasion, they do not access activities that help them to fully develop knowledge and skills. Pupils from Year 1 to Year 6 now benefit from an ambitious curriculum, which has improved how well pupils remember what has been taught. Even so, pupils have gaps in their learning which prevent them from being fully prepared for their next stage in education. Pupils, including those with special educational needs and/or disabilities (SEND), have their barriers to learning identified and reduced. This includes those pupils who attend the specially resourced provision for pupils with SEND. These pupils take part in lessons alongside their classmates, supported by staff who know their needs well. Pupils contribute to school life through roles such as school councillors and eco warriors. They show genuine pride in driving change, for example choosing which charity the school supports. Pupils broaden their horizons through residential trips and visits to local museums and the zoo. They benefit from these opportunities to learn about life beyond their school. They are well equipped for life in modern Britain.

What the school should improve

• Leaders should ensure that the strengthened approach to managing pupils' behaviour is followed consistently well by all staff so that incidents of weaker behaviour reduce and pupils' learning is not disrupted.
• Leaders should ensure that there is a clear approach to the teaching of transcriptional skills so that pupils begin to write with accuracy and fluency from the early years and that gaps in older pupils' writing knowledge close.
• Leaders should ensure that children in the early years have suitable activities and opportunities to use and apply their learning so that they are better prepared for Year 1.

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