Pearson Primary School

What Ofsted said

From the inspection on 14 June 2022

Leaders have very high expectations for every pupil's academic success at Pearson Primary School, but place equally high importance on developing pupils' consideration for others. Pupils' behaviour and attitudes are excellent. They are respectful, considerate and polite. Pupils are incredibly thoughtful and look after one another. Bullying is not tolerated. It happens rarely. Pupils are confident that, should it happen, adults would deal with it quickly and effectively. Pupils feel safe and cared for in the school. Parents agree. Pupils are enthusiastic and enjoy learning and their life at school. Leaders have thought carefully about the curriculum that pupils need to be successful, from their very first days in school onwards. Pupils, including those who speak English as an additional language and those with special educational needs and/or disabilities (SEND), have the support they need. Pupils achieve well. Pupils work hard to be positive role models and give support to others. They are very proud of the work they do as restorative practitioners, play buddies and well- being ambassadors. They know that the leadership roles they take on are making a difference. This is a highly inclusive school. Pupils play an important part in ensuring that their school is inclusive. For example, school councillors are working on a 'unity wall' to show new pupils how welcomed and equally embraced everyone is.

What the school should improve

• In a few foundation subjects, leaders have not precisely defined all aspects of subject knowledge that pupils should learn. In these subjects, teachers are less clear about some of the specific knowledge that pupils need to know and remember over time. Leaders should ensure that subject leaders have the support they need to refine their curriculum and precisely set out the knowledge pupils will be taught over time.
• While teachers are effective in checking pupils understanding in lessons, assessment approaches are not consistently well used over a longer period of time in some foundation subjects. As a result, leaders and teachers do not have a precise enough picture of what pupils remember over time in these subjects. Leaders need to ensure that assessment systems in these foundation subjects are sharply focused and used well.

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