Perryfields Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils are proud to be part of the school community at Perryfields Primary School. When pupils start school, adults take time to get to know them and, as a result, they develop positive relationships and learning from day one. This includes pupils that join the school in the middle of the year. In national assessments, pupils typically achieve well and leaders know how to support pupils who need a little extra help. Pupils enjoy learning and talk about school trips with excitement, such as trips linked to history topics. They have opportunities for spiritual reflection, which are woven into art topics. Pupils with barriers to learning and those with special educational needs and/or disabilities are given a range of opportunities so that they thrive. They are valued and respected and make positive progress from their starting points. Pupils feel safe and appreciate the trusted adults that they have to help them and their families. Pupils behave well. They like the clarity of the new behaviour policy because it helps them to stay calm, and they enjoy the improvements that leaders have made to their playtimes. This has contributed to improvements in pupils' attendance at school, as well as their attitudes to learning. Pupils are increasingly happy to come to school. Pupils are resilient and know how to resolve problems themselves. Sometimes, bullying happens, but pupils know the adults will guide them to make sure it quickly stops. Typically, pupils enjoy their lessons. They also look forward to playtimes, where activities keep them active and develop their imagination. They benefit from a range of clubs, including sports and arts and crafts. Adults do their best to make sure that pupils who would benefit the most from these experiences have a chance to attend. Pupils are well prepared for the future. They have ambitions that are supported and nurtured by the school during careers events.

What the school should improve

• Leaders should analyse the impact of their work more closely over time, so that they know what works well and can make sure improvements are well embedded.
• Leaders should further support staff to ensure that pupils secure foundational knowledge, especially in handwriting, more consistently.
• Leaders should continue to work on promoting positive attendance, particularly in the early years, and continue to address barriers for the persistently absent pupils.

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