Old Hill Primary School

What Ofsted said

From the inspection on 9 June 2026

Pupils speak warmly about Old Hill and feel part of a welcoming and supportive community. They build positive relationships with staff and one another. This helps them feel included in daily school life. Pupils value the opportunities they have to contribute to the work of the school by taking on roles such as wellbeing champions. Roles such as these strengthen their sense of belonging. Pupils enjoy learning and generally engage well in lessons. They understand how their knowledge is developing, for example when recalling key facts in mathematics. Pupils show enthusiasm for acquiring new vocabulary and confidently apply it in their writing. By the end of Year 6, pupils are well prepared for their next steps in education. Overall, pupils with special educational needs and/or disabilities generally achieve well from their starting points. Pupils behave well and typically show positive attitudes to learning. They follow classroom routines and work cooperatively. Social times are calm and purposeful, with pupils playing harmoniously. Incidents of bullying are uncommon. As a result, pupils feel safe and confident that they will be supported if needed. Most pupils attend regularly and understand why this is important. Pupils benefit from a range of wider experiences beyond lessons. Pupils of all ages make regular use of the school’s woodland area, where they explore the natural environment and build structures using available materials. They learn to use tools safely and develop practical skills, resilience and teamwork. Pupils enjoy singing in the local church and for residents in a nearby care home. Pupils speak proudly about how these experiences bring enjoyment to others and help them feel part of the wider community. These opportunities support pupils to develop confidence, empathy and a willingness to try new things.

What the school should improve

• Leaders should strengthen staff's use of adaptive practice so that pupils with special educational needs and/or disabilities become increasingly independent in their learning.
• To deepen pupils’ understanding, particularly for higher attaining pupils, leaders should ensure learning in the wider curriculum consistently builds on what pupils already know and can do.
• Senior leaders and governors should continue to strengthen leadership expertise, particularly in subject leadership, so that all leaders contribute more effectively to school improvement.

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