Pakefield Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils are happy at this school and attend well. They talk with enthusiasm about topics they have learned about, for example recalling the story of the Great Fire of London. They are enthusiastic readers who enjoy the high-quality books that they study in reading lessons. Children make a positive start to their learning in the early years. There is clear focus on developing the children's speaking, early reading and writing skills. However, the quality of education, in the rest of the school, that pupils receive varies too much. Some teaching does not help pupils to secure basic skills in writing and specifically their handwriting, structure and punctuation. Pupils enjoy their lessons and take part in discussions, for example about whether the Trojan Horse was a real event. However, learning is not consistently well embedded. Teachers do not check often enough that pupils have really understood what they have been taught. This means some pupils do not achieve as well as they should. Pupils with special educational needs and/or disabilities (SEND) have a mixed experience in school. When strategies to support them are more precise, or when staff have greater expertise, pupils have a positive learning experience, with successful adaptations put in place. However, not all pupils with SEND experience this. Pupils enjoy playing with their peers at playtimes. They take on leadership roles. For example, play leaders organise games and activities for younger pupils. Pupils are librarians and members of councils and take these responsibilities seriously. School leaders listen to pupil voice and make improvements to the school. For example, pupils helped to arrange for new playtime toys and equipment to enhance social times. Pupils enjoy taking part in clubs and going on trips. They learn about life in modern Britain through assemblies and lessons. Bullying is rare. Pupils feel safe and have adults they can talk to if they are worried or have concerns.

What the school should improve

• Leaders should develop staff's expertise in teaching writing so that this consistently improves the quality and accuracy of pupils' written work.
• Leaders should improve the ways that staff use information about pupils with special educational needs and/or disabilities so that adaptations and support are put in place that are closely matched to pupils' needs and result in pupils achieving well.
• Leaders should improve the ways staff check pupils' knowledge and understanding, ensuring that gaps in knowledge are identified and filled quickly so pupils' knowledge builds securely and consistently.
• Leaders should further develop staff's skills in the early years, so interactions with children are consistently of a high standard and further support their communication and language development.

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