Oyster Park Primary Academy

What Ofsted said

From the inspection on 24 February 2026

The school provides a warm, welcoming environment where pupils build close, positive relationships with staff. Pupils feel safe and trust staff to support them. From the early years, pupils learn to behave well and develop positive attitudes to learning. Clear routines and high expectations help pupils feel secure and part of a nurturing community where they learn to 'care, aspire and succeed'. Pupils know staff will address any poor behaviour or bullying. They know that staff will help them because, as some pupils put it, staff 'love and care' for them. Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils benefit from the school’s inclusive ethos. Pupils and families who need additional help receive timely, sensitive support, making the school a vital source of stability and care. Children in the early years make a positive start to school. Staff work closely with parents, carers and external professionals to identify and remove barriers to learning. Pupils across the school receive appropriate support for their social, emotional and mental health needs. They enjoy a wide range of extracurricular activities that enrich their learning and broaden their experiences. Pupils have not achieved the standards they should over time. Overall attainment for the last 3 years has been below the national average. Teaching quality is inconsistent, and some teachers do not use assessment effectively to close gaps in pupils’ knowledge. The school’s recent move to a new trust has begun to strengthen the curriculum and teaching, but it is too early to tell if these actions will improve pupils' outcomes. Attendance has been low over the last few years. Some pupils, including those with SEND, are absent more regularly. Leaders have introduced appropriate strategies to improve attendance, but these actions have not yet had time to show sustained impact.

What the school should improve

• Leaders should make sure attendance rates improve for all pupils and that persistent absence reduces, so that overall attendance is at least in line with national averages.
• Leaders should continue to embed their actions to improve consistency in the curriculum and teaching and further support teachers to use assessment strategies effectively to help pupils overcome barriers to learning.
• Leaders should ensure that all teachers know how to address gaps in learning effectively so that all pupils progress through the curriculum and achieve well.

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