Muschamp Primary School and Language Opportunity Base

What Ofsted said

From the inspection on 3 February 2026

Pupils come to school happily. They have a warm welcome from staff, who know each of them well. Pupils attend well and appreciate the support available to them from the very start of the school day. This includes identifying their emotions with the help of the Years 5 and 6 'mental health champions' or attending the 'nurture breakfast'. As a result, pupils develop their sense of belonging at the school and feel safe. They are proud members of their school community. Pupils achieve well across the curriculum and are prepared for their next stage of education. They enjoy their learning and are typically focused and engaged in lessons. Pupils with barriers to their learning and/or wellbeing and those with special educational needs and/or disabilities are fully included in all aspects of school life. Pupils behave well and follow the well-established routines. All understand the school's 'powers' that underpin the expectations for pupils' behaviour, such as 'respect and tolerance' and 'perseverance'. Pupils are polite, kind and look out for one another. Relationships are based on mutual respect. Pupils move around the school calmly. They enjoy their social times together, where they play happily with the range of equipment and activities available to them. Pupils trust staff to sort out any issues, such as bullying, which happens rarely. Pupils' wider development supports them to be prepared for life beyond the school. They have a range of opportunities to develop their responsibility and leadership skills, such as becoming a librarian, a prefect or a school or learning council member. Pupils actively fundraise to help others and participate in events that promote the development of their self-esteem, such as sports competitions or musical events and concerts.

What the school should improve

• Leaders should ensure that the work that has begun to address gaps in pupils' letter formation and pencil grip gathers pace and rigour so that particularly older pupils benefit from this work and rectify any persistent inaccuracies. • Leaders should continue to support teachers to develop and embed their strategies for checking what pupils know and understand so that these are used consistently and effectively. • Leaders should ensure that they continue to support teachers and early years staff to design tasks and activities for pupils that closely align with the intended learning, take account of children's and pupils' prior knowledge and skills and are effectively adapted where needed, so that children's and pupils' learning is maximised.

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