Middleton Community Primary School

What Ofsted said

From the inspection on 10 February 2026

Middleton Community Primary School is a highly inclusive school where pupils of all ages feel safe and enjoy learning. Pupils say that they learn about many different, exciting things. They say that teachers find a way to make everything interesting, so they always learn. Pupils typically achieve well. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers are skilfully supported to access learning. They achieve well from their starting points. Pupils’ behaviour is generally excellent. Pupils follow the school’s high expectations of behaviour. Most pupils consistently make positive behaviour choices. Older pupils are great role models for younger children. Staff provide appropriate and sensitive support for pupils who need additional help in managing their emotions. Pupils are supported well at school. They benefit from warm and positive relationships with staff and each other. Pupils say that bullying does not happen often, but if it does, leaders deal with it straight away. Pupils know who to talk to if they have any concerns. Pupils benefit from extensive personal development opportunities. The school prepares pupils extremely well for life beyond the school. For example, a carefully planned careers programme provides pupils with valuable insights into future career pathways and raises their aspirations. Pupils respect and celebrate difference. They know it is wrong to discriminate against others. They discuss this maturely, with age-appropriate understanding and depth. Pupils value the wide range of enrichment activities, trips and residentials open to them. The school ensures that all pupils have equal access to these. Most pupils attend school well. However, not all pupils attend as well as they could. This means they do not consistently access the full curriculum and wide range of enrichment opportunities available to them.

What the school should improve

• Leaders should analyse attendance information precisely to alert them to emerging issues. They should intervene early and provide appropriate targeted support for pupils so they attend school well.
• Leaders should ensure that all staff identify misconceptions in pupils’ spelling, punctuation, grammar and handwriting. This is so all pupils secure basic skills in writing and consistently produce high-quality written work across the curriculum.

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