Park Spring Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils at Park Spring Primary School are typically happy and enjoy school life. They value the range of opportunities available to them and feel part of the school community. However, not all pupils achieve as well as they should, which limits how well they are prepared for the next stage of education. Many pupils have gaps in essential knowledge that begin the early years and these are not addressed quickly enough. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) have their needs identified accurately, and they receive effective support. This means they make appropriate progress. However, pupils’ outcomes in the Year 1 phonics check have improved over time and early indications are that leaders’ work to improve the mathematics curriculum and teaching is having a positive impact on pupils’ achievement. Pupils typically treat each other with kindness and respect. They benefit from a wide range of rich experiences that leaders plan carefully. Pupils are highly enthusiastic about the improvements to their playtimes. All pupils are included in school life. They are all supported to take part in wider opportunities such musical and drama productions and sporting competitions. Pupils value taking on leadership roles, like play leaders and contributing to the school community. Leaders ensure that disadvantaged pupils and pupils with SEND access all enrichment activities. Pupils are safe in school and know who to talk to if they are worried. They have a good understanding of bullying and feel confident that adults would help sort out any problems. However, pupils report that poor behaviour sometimes interrupts lessons, which affects their enjoyment of school. Attendance is beginning to improve but remains too low for some pupils. Pupils learn about fundamental British values and know the importance of contributing positively to their school and the wider community. However, inconsistent behaviour and attitudes prevent some pupils from thriving and achieving as well as they could.

What the school should improve

• Leaders should ensure that staff identify gaps in pupils’ foundational knowledge quickly and provide targeted support so pupils catch up rapidly. They should ensure pupils are supported to keep up with key learning so they are ready for the next stage in their education.
• Leaders should ensure that the writing curriculum is coherent and well sequenced, with subject-specific rigour so that pupils build the necessary knowledge over time and can then apply their writing skills consistently well across other subjects.
• Leaders should ensure that teachers have a strong shared understanding of the school’s curriculum and its approach to teaching and assessment and monitor that these are consistently applied across school.
• Leaders should ensure that they continue to work with families and external partners to improve attendance levels.
• Leaders should continue to embed the school’s approach to pupil behaviour so that staff are confident in applying the school’s approach and that incidents of low level disruption in class reduces and that pupils are consistently clear about routines and expectations.
• Leaders should ensure that the curriculum in early years supports all children to make progress from their starting points with the foundational knowledge and skills that children need for later learning clearly identified.
• Leaders and governors should ensure they have an accurate understanding of the school’s strengths and weaknesses. They should use this information to support them in taking precise action to secure rapid and sustained improvement.

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