Meadowside Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils, including children in the early years, appreciate the warm relationships they share with each other and staff. They feel safe at school. Staff deal with the rare occasions of bullying swiftly and effectively so that it stops and does not reoccur. During playtimes, pupils have fun together. They show kindness and care for each other. Older pupils look out for younger pupils. Pupils are inquisitive and enjoy learning. However, in lessons, staff have varied expectations of pupils’ conduct. As a result, pupils' focus on learning is not always maintained. Similarly, staff do not use the school’s behaviour policy consistently. Consequently, many pupils experience interruptions when trying to learn. Because teaching is variable in quality, pupils do not learn the curriculum consistently well. This is particularly the case for pupils with special educational needs and/or disabilities (SEND) and the most able. Though improving, staff do not adapt learning activities well enough to meet the different needs of pupils. Along with affecting learning and achievement, the inconsistent quality of teaching occasionally affects pupils' behaviour, particularly those with SEND. In such instances, pupils demonstate their frustration with poor behaviour. As a result of the inconsistent quality of teaching, the outcomes of pupils on national tests show varied levels of success with pupils achieving either in line or below national averages. Teachers' approach to supporting pupils' personal development has varying effectiveness. For example, many pupils do not have a well-developed understanding of fundamental British values, such as how British democracy works. However, pupils actively engage in community service and willingly take up positions of responsibility. Similarly, pupils have a clear understanding about how to stay safe and what to do when concerns arise. Although pupils generally enjoy school, many disadvantaged pupils and those with SEND do not maintain regular attendance. Similarly, too many pupils arrive at school late.

What the school should improve

• Governors should establish clarity over the roles and responsibilities of leaders at all levels. Furthermore, governors should ensure they receive sufficient information to understand the school's strengths and weaknesses with greater precision in order to hold leaders accountable for the quality of their work.
• Leaders should ensure staff have a thorough understanding of the needs and most effective methods to support pupils with special educational needs and/or disabilities (SEND).
• Leaders should ensure that teachers consistently choose and deploy effective learning activities that meet the needs of all pupils to improve pupils' achievement across the curriculum.
• Leaders should ensure that teachers teach the foundational knowledge of writing and mathematics well enough so that pupils learn what they should.
• Leaders should ensure that staff routinely check what pupils, including children in the early years, know and can do and provide any necessary support when concerns arise.
• Leaders should check with greater precision the quality of the teaching of the curriculum to establish the impact of staff training, including training related to provision for disadvantaged pupils and those with SEND. When necessary, leaders should ensure teachers make any necessary alterations.
• Leaders should ensure that teachers teach pupils, including children in the early years, the learning behaviours they need to learn without distractions. Leaders should also ensure teachers follow leaders' behaviour policy consistently.
• Leaders should put in place the necessary measures so that pupils with SEND attend school regularly and that all pupils arrive at school on time.

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