Mount Primary School

What Ofsted said

From the inspection on 16 June 2026

Most pupils enjoy coming to Mount Primary School and feel safe at this school. Staff greet pupils warmly each morning and the youngest children settle quickly. Pupils, including children in the early years, are happy and play well together. They know that staff care about them. Staff support those pupils who find school more difficult with patience and care. Most pupils make friends easily and treat each other kindly. Pupils enjoy clubs, trips and roles such as the school council and eco team. They take pride in these responsibilities and take part fully, including pupils who are disadvantaged and those with special educational needs and/or disabilities. Pupils attend well and value being part of the school. Pupils’ experiences in lessons vary. In some lessons, pupils enjoy their work and remember what they learn. They use new vocabulary with confidence. However, this is not the case for all pupils. In some lessons, teachers do not address pupils' mistakes well enough. Pupils lose interest and repeat errors. Some pupils do not learn as well as they should. This includes pupils who need extra help and those who are ready for greater challenge. By the end of Year 6, most pupils reach the expected standards in reading, writing and mathematics. However, fewer pupils achieve highly or build strong knowledge across the wider curriculum. Pupils’ experiences differ across year groups. Younger pupils are mostly happy and positive about school. Some older pupils are less so. Some pupils say that others disrupt lessons. This is not always managed well enough. Some pupils report unkind behaviour, including about differences between pupils. Bullying happens and, at times, some staff do not deal with it quickly or effectively enough. Pupils’ understanding of healthy relationships and difference is limited. This affects how some pupils treat others.

What the school should improve

• Leaders should make sure that staff put the support set out for pupils with special educational needs and/or disabilities into place in every classroom, so that these pupils can access their learning and build their knowledge well.
• Leaders should make sure that teachers check pupils' understanding and address their errors, so that the same mistakes do not recur and pupils build securely on what they have learned.
• Leaders should make sure that teachers challenge the most able pupils and extend and deepen pupils' knowledge across the wider curriculum, so that more pupils achieve highly.
• Leaders should make sure that staff manage behaviour well across the school and deal with bullying and unkindness quickly and effectively, so that pupils behave well.
• Leaders should make sure that the personal, social, health and economic education curriculum is taught in full, so that pupils develop a secure understanding of healthy relationships, difference and life in modern Britain.
• Leaders should make sure that staff in the early years use their interactions with children to develop children's language and build on what children already know.
• Governors should hold leaders to account for the actions they are taking to improve outcomes and experiences of pupils, so that they have a more precise understanding of the impact of leaders' work.
• Leaders should make sure that staff feel valued and listened to and have the training they need to carry out their roles well.

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