Morley Meadow Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils thrive socially, emotionally and academically at Morley Meadow. They attend well and are eager to learn about a range of subjects. There is a calm, harmonious learning environment across the school which enables pupils to learn very well. For example, pupils love writing stories based on their own imaginative interpretations of stories they have read. Relationships between adults and pupils are warm, nurturing and supportive. As a result, pupils mirror these behaviours with one another. They demonstrate kindness, empathy and friendship. Pupils are highly inclusive of each other. This begins in Nursery where children are highly engaged in the vibrant and stimulating early years environment. Children quickly learn the importance of politeness and gentleness in their social interactions. Pupils behave impeccably in lessons and around the school. They have a range of leadership roles which enable them to help each other. Pupils understand how to recognise the signs of bullying. However, incidents of bullying are very rare. Reading has a very high profile in the school so pupils develop a love of reading. In early years, children are immersed in rich story worlds. This helps them to develop fluent language skills. Pupils achieve very well in reading, mathematics and phonics. Pupils’ writing in their books across the curriculum demonstrates a creative and attentive command of language, grammar and structure. This prepares pupils very well for their next steps. Pupils who are disadvantaged, as well as those who have special educational needs and/or disabilities, flourish because of the well-planned and precisely targeted support they receive. This enables them to learn with confidence and success. Pupils have many opportunities to enrich their learning through visits to places of cultural, scientific and sporting significance, as well as through visitors to the school. They also routinely explore the natural world through the ‘Wild Tribe’ curriculum, making purposeful use of the school’s wood.

What the school should improve

• Leaders should continue to strengthen leadership across all areas of the school so that the achievement and experiences of vulnerable pupils are deepened and sustained over time.

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