Miriam Lord Primary School

What Ofsted said

From the inspection on 2 December 2025

Pupils attending Miriam Lord are happy and have a deep sense of belonging. They describe their school as a friendly place, where adults 'care about everyone'. The school is a diverse and close knit community. Pupils who join the school are quickly made to feel part of the school. Older pupils enjoy being role models to younger pupils. They say this makes the school feel like 'one big family'. Pupils are proud of the leadership roles they hold. These develop their sense of responsibility. Pupils also have the opportunity to create content for, and present on, the school radio station. This is one of the many ways the school encourages them to develop their spoken language and confidence. The school is ambitious for all pupils. Overall, pupils with special educational needs and/or disabilities benefit from the school's work. They typically receive tailored support when needed across the school day. This helps these pupils achieve well in their lessons and contribute positively to the life of the school. Pupils know that staff work diligently to make sure everyone is included, whatever pupils' needs or backgrounds. Pupils are kept safe in school. They know who they would go to if they were worried and they know adults in school will listen to them, including if they had any concerns about bullying. Pupils' behaviour is exemplary throughout the school day. Children in the early years learn the importance of routines and independence. Pupils enjoy learning. They achieve well in national tests at the end of key stage 2. Their knowledge and skills in the wider curriculum are improving. Disadvantaged pupils receive effective additional support that helps boost their academic and pastoral achievements. Pupils move on to secondary school generally well prepared to succeed.

What the school should improve

• Leaders should ensure that adults in the early years consistently provide high-quality interactions for children that extend their language and communication, including those with special educational needs and/or disabilities.
• Leader should build on the strengths in the teaching of reading, writing and mathematics to ensure that there is high-quality teaching across the wider curriculum, so pupils understand and remember the most important knowledge consistently over time.

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