Mountbatten Primary School

What Ofsted said

From the inspection on 2 June 2026

Mountbatten Primary School is a place that cares deeply for its pupils. As a result, pupils feel as though they belong and their attendance is improving. They feel safe and cared for. Staff support pupils to overcome any barriers to learning that they may have. Staff are on hand at the start of the school day to greet pupils and welcome them in. They check on pupils’ wellbeing regularly. Teachers treat pupils respectfully and with kindness. They have high expectations of pupils' behaviour. Most pupils rise to these expectations. Although staff address incidents of poor behaviour appropriately, some pupils continue to use language and make comments that are inappropriate. Because pupils' understanding of British values and of the importance of protected characteristics are underdeveloped, pupils do not appreciate the offence their comments and language might cause. Pupils increasingly enjoy their learning. There have been many positive changes in the school since it was last inspected. This includes changes to the curriculum and improvements to teaching. However, some wider aspects of the school’s work, for example the impact of the personal development programme is not as impactful because leaders' evaluation of these areas is too generous. The standards pupils achieve by the time they leave have improved. However, some pupils do not achieve as highly as they might. Mistakes and inconsistencies in pupils' handwriting and spelling are not addressed quickly enough. Teachers do not consistently use assessment accurately to identify the gaps in pupils’ knowledge and so pupils’ misunderstandings persist. In the early years, children sometimes complete tasks that they are not academically ready for and so they do not achieve what leaders intend. Pupils have opportunities to develop their confidence in various roles across the school. School councillors, science ambassadors and attendance ambassadors offer pupils the opportunity to develop their leadership skills and influence decision-making in the school. They are proud to contribute actively to their school.

What the school should improve

• Leaders should ensure that teachers use assessment information more effectively to ensure gaps in pupils’ knowledge are addressed quickly.
• Leaders should ensure that pupils get the support and curriculum adaptations that they need to secure essential foundation skills in handwriting and spelling.
• Leaders should ensure that the tasks children in reception complete when they learn independently, are more closely matched to their needs and to the learning outcomes that staff intend.
• Leaders should ensure that pupils develop a secure understanding of British values and protected characteristics and how important these are in modern Britain today.
• Leaders should ensure that the actions they take to address incidents involving derogatory language make a long lasting and meaningful change to pupils’ attitudes and behaviours.
• Leaders should ensure that monitoring processes they use to review the school’s performance identify areas of improvement with greater precision and that action is taken to rapidly improve the issues that are identified.

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