Middleton Cheney Primary Academy

What Ofsted said

From the inspection on 10 March 2026

Pupils are valued, cared for and supported at Middleton Cheney Primary Academy. They have a sense of belonging. They say that they are proud to be part of the school. Many pupils shared comments such as, ‘You feel that you are in a community,' and, 'It is the best place.' At the start of each school day, children are seen skipping into school, where they are welcomed into a calm, inclusive and friendly environment. Staff build strong, trusting relationships with pupils and their families. This creates a culture of respect where pupils are confident that they can share any worries they may have with staff. They know that staff care for them and will listen to them. Pupils show genuine care and consideration for each other. The older pupils support the younger ones through their sports leader roles. Pupils enjoy this responsibility and say that they feel proud to help the little ones. Pupils behave well. They are friendly and polite. Pupils report that incidents of bullying are rare. Pupils understand the importance of attending regularly. Most pupils attend well. Pupils live out the values of honesty, kindness and friendship. They understand the importance of teamwork. Pupils enjoy enrichment activities, including lunch clubs, trips and residential visits. Children get off to a great start in the early years. They quickly become independent and articulate learners. They work well together and cooperate happily to learn new things. Pupils enjoy learning and say that their teachers help them. They work with focus. They listen well to the adults in school and to each other. They talk enthusiastically about their learning. Disadvantaged pupils and those who have special educational needs and/or disabilities learn successfully alongside their peers.

What the school should improve

• Leaders should ensure that teachers use assessment information and their knowledge of pupils’ barriers to learning, including those with special educational needs and/or disabilities, to adapt the curriculum and teaching so that pupils build successfully on what they know across all subject areas.
• Leaders should ensure that pupils understand how the school’s values that they follow in their behaviour and conduct link with fundamental British values.
• Leaders should further strengthen their work to improve attendance, with a particular focus on disadvantaged pupils and those with special educational needs and/or disabilities, to ensure that all pupils come to school as often as possible.

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