Newbold and Tredington CofE Primary School

What Ofsted said

From the inspection on 2 December 2025

Pupils benefit from a school that is welcoming, where staff know them well and care about their individual needs. Leaders work hard to create a nurturing environment where pupils feel they belong. Pupils who are new to the school and those with special educational needs and/or disabilities are supported to settle quickly into school life. Most pupils enjoy coming to school and value the opportunities to learn and take part in activities with their friends. Relationships between pupils and staff are generally positive. Pupils say they feel safe and know who to go to if they have worries. They learn how to keep themselves safe, including online, through assemblies and the curriculum. Bullying is rare and dealt with effectively when it occurs. Staff understand their safeguarding responsibilities well, so pupils are confident that adults will help them if needed. Some pupils show resilience and pride in their work. Staff support them with strategies that promote positive attitudes. However, behaviour and attitudes to learning vary across the school. Leaders set clear expectations for learning, but staff do not apply these consistently. In some lessons, pupils lose focus or disrupt learning. A significant minority of pupils have gaps in their learning, particularly in phonics, which affects their readiness for the next stage of education. Attendance has improved recently but remains below national averages, especially for disadvantaged pupils and those with special educational needs and/or disabilities. Pupils enjoy the wider opportunities the school provides. They take part in trips, sporting clubs and creative activities that broaden their experiences. They talk confidently about what makes a healthy relationship. Pupils learn about British values and life beyond school, although some pupils struggle to recall these concepts clearly. Pupils enjoy taking part in extra-curricular music, art and sports. They appreciate the sense of community these experiences bring.

What the school should improve

• Leaders should take appropriate action to improve the achievement of all pupils in reading, writing and mathematics to ensure they are ready for the next stage of their education. • Leaders should support staff to use inclusive practices effectively and that these are monitored closely for impact to reduce barriers to learning and wellbeing so that disadvantaged pupils and pupils with special educational needs and/or disabilities can achieve their best. • Leaders should ensure that the teaching of phonics, reading, writing and mathematics is consistently effective so that pupils secure the foundational reading, writing and mathematical skills needed for future learning. • Leaders should check carefully that actions to improve attendance are effective, and improve attendance particularly for disadvantaged pupils and those with special educational needs and/or disabilities. • Leaders should raise expectations for pupils’ behaviour and provide staff with the training and support needed to reduce low-level disruption in lessons and keep pupils constantly engaged with their learning. • Leaders should more closely monitor the impact of their approaches to gain a precise understanding of what is working well, and where they should adapt approaches to improve the school and ensure the best possible outcomes and experiences for pupils.

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