Paisley Primary School

What Ofsted said

From the inspection on 16 June 2026

This is a warm, ambitious and highly inclusive school. Pupils from many different backgrounds, including those who are new to the country, feel valued and well supported. Pupils demonstrate being considerate, honest, creative and determined in their day-to-day interactions. One pupil, capturing the feeling of others, told inspectors ‘you always feel welcome here and everyone is kind and honest’. From the early years onwards, children settle quickly. Routines are clear and relationships are strong. Pupils say that they trust adults and know there is always someone to talk to. Bullying is rare and pupils are confident that staff deal with any concerns quickly and fairly. As a result, pupils feel safe in lessons, around school and during social times. Pupils behave well. They understand the school’s expectations and meet them consistently. Classrooms are calm and purposeful, and pupils show highly positive attitudes to learning. They listen carefully, take pride in their work and enjoy the challenge of new learning. Pupils are confident about what they are learning. For example, they explain how to make circuits in science and the meaning of fairy tales in English. Those who face additional barriers, including disadvantaged pupils, those with special educational needs and/or disabilities and those known to social care, benefit from targeted support that helps them keep up and achieve well. Pupils feel a strong sense of belonging. They form positive friendships and show kindness and respect towards others. They enjoy the wide range of clubs and trips that broaden their experiences. These include dance and art clubs, learning to play guitar, and taking part in drama productions, such as the recent production of ‘Oliver Twist’. Trips to London, York, and visits from the local mayor and refugees help pupils understand culture, life in modern Britain and their role in the wider community. Pupils thrive here. They attend regularly, develop confidence and resilience, and speak with pride about their school. They are well prepared for their next steps and for life beyond the school gates.

What the school should improve

• Leaders should further strengthen the consistency of teaching so that pupils’ outcomes at the end of key stage 2 continue to improve.
• Leaders should continue to refine and target their attendance work so that attendance for all pupils, including those with special educational needs and/or disabilities, continues to rise.

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