Newlands Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils arrive at school to warm and friendly greetings from staff at the gates and classroom doors. They settle quickly into the day. Children in the early years arrive enthusiastically, they know their routines and settle quickly into morning tasks. Parents describe the school as calm and nurturing, and this is evident from the moment the day starts. Pupils are proud of their school and speak highly about the opportunities they get to develop confidence and resilience. Residentials in Year 4 and Year 6 are a highlight. Pupils eagerly talk about what they learn from them, including teamwork, independence and taking responsibility for themselves. Pupils also have the opportunity to take on leadership roles, such as team captains, which helps them feel part of school life. Pupils are keen to talk about what they have been learning. They confidently greet visitors and say it is a friendly school where they have lots of fun. They are polite and work well together, including during social times. The school’s inclusive culture comes through clearly in the way pupils talk about one another. They understand that people have different needs and show genuine respect for diversity. Pupils make steady progress from their starting points. Those with special educational needs and/or disabilities are well supported because staff work effectively to remove barriers to their learning. Pupils feel safe. They know they can share their worries and that the adults care about them. They say that when they tell adults something is wrong, they get help to make things better. Pupils can also talk confidently about how to stay safe, including online and in the wider world. Bullying is rare, and if it does happen staff sort it out quickly. Pupils enjoy coming to school and attend well overall.

What the school should improve

• Leaders should continue to embed their approach to inclusion and support staff in understanding the most effective strategies to help pupils, including children in the early years, learn as well as they can.
• Leaders should ensure that robust assessment systems are in place to enable teachers to identify and address gaps in learning, so that pupils can achieve as well as possible, including in personal development and wellbeing.
• Leaders should ensure that all pupils acquire the foundational knowledge they need for the next stage of their education at each transition point.
• Leaders should continue their approach to attendance to positively impact the attendance of pupils who persistently miss out on periods of their education, particularly those who are disadvantaged.

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