Melton Primary School

What Ofsted said

From the inspection on 6 January 2026

The school is a welcoming and caring place where pupils feel safe and are safe. The relationships that exist between pupils and staff are warm and respectful. Pupils generally behave well in lessons and around the school. They play safely together at social times. Staff make thoughtful adjustments for pupils with special educational needs and/or disabilities, which helps pupils to feel supported and included. Pupils enjoy their learning and are increasingly clear about what they have been taught. They can remember important knowledge, particularly in subjects such as science and history. They talk confidently about different cultures and religions. This is due to the school's commitment to provide a high-quality curriculum that prepares pupils well for their next stages. However, the impact of recent improvements is not yet fully reflected in published results, which remain below national averages. Furthermore, pupils' attendance remains below what is typical nationally for some pupils. Pupils experience clear routines, and staff have consistent expectations of them. Staff and leaders know pupils well and use this knowledge to reduce barriers to learning and wellbeing. Pupils who need help to catch up with reading receive effective support to do so through additional phonics sessions. However, pupils do not get to practise their skills, such as writing, sufficiently enough to consolidate what they have learned. Pupils benefit from a broad range of experiences beyond the classroom, including a range of clubs such as coding, crochet and badminton. The school provides a variety of opportunities for pupils to develop leadership skills through roles such as school councillors, house captains, school captains, play leaders and pupil librarians. These roles support pupils to develop a sense of responsibility and pride in their school.

What the school should improve

• Leaders should continue to strengthen the use of assessment to help pupils achieve well in all areas of the curriculum. • Leaders should make improvements to the teaching of key skills, such as early writing, so that pupils practise and consolidate learning, including in the early years. • Leaders should ensure that teachers identify and remedy pupils' misconceptions promptly to help them to know and remember more over time. • Leaders should continue to improve pupils' attendance so that more pupils attend regularly and benefit fully from the school's educational offer. • Leaders should continue to strengthen the school's oversight of behaviour so that patterns are identified and acted on with greater precision.

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