Partney Church of England Aided Primary School

What Ofsted said

From the inspection on 7 May 2025

Partney Church of England Aided Primary School is a welcoming school where pupils develop a strong sense of belonging. Relationships between staff and pupils are warm and nurturing. Pupils are happy and feel safe. Pupils commented, 'The best thing about our school are our teachers. They are just really kind and caring here and always help us if we get stuck.' The school is ambitious for all pupils to achieve well. However, this ambition is not fully realised. The school's work to improve the curriculum is in its infancy. As a result, in some subjects, the curriculum does not clearly set out what pupils should know and remember. Learning does not build successfully on what pupils already know. Consequently, pupils have gaps in their knowledge and do not achieve as well as they could. Pupils enjoy a range of wider experiences. This includes performances and charity work in the local community. Pupils access a range of trips and clubs. Clubs are well attended. Trips are carefully chosen to widen pupils' understanding of different cultures and faiths. Pupils and parents and carers are very supportive of the school. Many compliment the 'family feel' of the school and would highly recommend it to others.

What the school should improve

• The school's wider curriculum is in its infancy of development. Consequently, learning in some subjects is not coherently planned and sequenced. The school should ensure that all subjects are carefully planned and sequenced and identify the important knowledge that pupils should learn.
• Assessment strategies are not used effectively enough to check how well pupils are learning the content of the curriculum. Misconceptions are not always identified and addressed, and some pupils repeat the same mistakes over time. The school should ensure that the assessment procedures in place are consistently used to identify and address any misconceptions and gaps in pupils' learning.
• Subject leadership is not fully developed across the wider curriculum. Therefore, the school does not have sufficient oversight of the impact wider curriculum subjects have on pupils' learning. The school needs to develop the effectiveness of subject leadership to ensure pupils know more, remember more and can do more across the wider curriculum.
• The school does not have sufficient oversight of some administrative aspects of its work to support pupils with SEND. This means that leaders, including governors, are unable to accurately check the quality of provision. The school should ensure that there are robust systems in place to gather an accurate and up-to-date understanding of the quality of education that pupils with SEND receive. They should improve the administration of SEND support arrangements.

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