Mayflower Primary School

What Ofsted said

From the inspection on 17 June 2025

Pupils are happy at Mayflower Primary School. Many pupils describe their school as 'safe, kind and amazing'. Despite the significant disruption since the previous inspection, due to the discovery of reinforced autoclaved aerated concrete (RAAC), the school has created a nurturing, inclusive and welcoming environment for pupils in their temporary building. Pupils feel safe and know that there are adults to help them if they need it. The school has high expectations for all pupils to achieve their best. This is reflected in the strong outcomes that pupils achieve in some of the core subjects. However, school's recent work on the wider curriculum has not been fully realised. As a result, the wider curriculum does not support pupils to build on their knowledge well enough. They do not receive a broad curriculum offer. Pupils behave well. They enjoy receiving recognition points when they demonstrate the school's 'RESPECT' values. Pupils demonstrate positive and respectful relationships with each other and the staff. There are a wide range of enrichment opportunities at Mayflower Primary School. Pupils enjoy their trips, such as their space camp sleepover, sports competitions and singing experiences. The 'wellies and worms' outdoors programme enables pupils to appreciate nature. It supports pupils to develop their confidence and resilience.

What the school should improve

• The school has not devised effective approaches to assessing pupils' knowledge and their recall in some subjects. Current approaches do not always provide clarity about what pupils know and do not know. Some pupils are left with gaps in their learning, which makes any future learning difficult for them. The school should ensure that there are effective assessment systems in place to check what pupils know and remember and that there are sufficient opportunities in the curriculum for pupils to revisit their learning.
• The school has developed the school's curriculum to ensure that the knowledge that pupils should learn in core subjects is now clearly identified. However, in wider curriculum subjects, the school has not set clear expectations about how the planned content should be organised and implemented. This has led to inconsistencies in delivery and in the quality of pupils' learning. Leaders should continue to develop the necessary knowledge and expertise to monitor the implementation and impact of the curriculum more effectively, ensuring that all pupils achieve well across all subjects.
• The school does not have a clear view of the impact of its attendance procedures. As a result, the school has not acted quickly enough to address pupils' absence or made sure that pupils with medical needs have access to education such as home tuition. The school should ensure that it follows statutory guidance, its policy and procedures so that pupils' attendance improves.
• The delivery of the school's programme for personal development is inconsistent. Some pupils have a limited understanding of the fundamental British values. The school should ensure that the religious education curriculum and programme for pupils' PSHE education is implemented consistently and systematically across all year groups to help prepare pupils well for modern day society.

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