Portfield Primary Academy

What Ofsted said

From the inspection on 13 January 2026

Pupils are kind and welcoming at Portfield Primary Academy. They are proud to be part of this caring and inclusive school. Pupils in the specially resourced provision for pupils with developmental language disorder are fully involved in every aspect of school life. Some pupils in mainstream classes also benefit from accessing lessons in the specially resourced provision. Leaders and staff remain focused on ensuring that every pupil is treated as an individual and that their voices are heard. Staff know each pupil extremely well and offer effective support so that their needs are met. Developing positive relationships is a top priority. Typically, pupils respond well to leaders’ high expectations of them. The school is ambitious for all pupils to succeed academically and is putting in place the right help for those who need it. However, pupils’ achievement over time and across the breadth of the curriculum remains too variable. Some pupils leaving key stage 2, including disadvantaged pupils, are not well enough prepared for the next stage in their education. Pupils value their learning. They are engaged in lessons and in the wide range of activities on offer. Pupils show each other respect and tolerance. Older pupils demonstrate maturity and develop their character, when debating a range of ethical questions. They also act as impressive role models, leading and organising games with younger pupils at playtimes. Staff care deeply about pupils, their families and the community they serve. They notice subtle changes in mood or behaviour and respond with empathy. Staff provide bespoke opportunities for pupils to talk and to be listened to. Pupils benefit from highly effective pastoral care. Pupils say that bullying is rare. Any issues that do arise are resolved quickly and effectively. Most pupils attend school regularly, but too many, including disadvantaged pupils, still miss too much school. This makes it harder for them to achieve well.

What the school should improve

• Leaders should ensure that teaching is consistently effective so that pupils, including those who are disadvantaged, achieve securely across the curriculum, particularly in reading and mathematics. • Leaders should ensure that teachers check pupils’ prior learning and address gaps, so that all pupils, including those who are disadvantaged, build and connect knowledge over time. • Leaders should continue their work to improve pupils’ attendance and reduce rates of persistent absence, so that all pupils, including disadvantaged pupils, benefit from regular attendance and full access to the curriculum. • Leaders and the trust should evaluate the impact of improvement actions more sharply and ensure that these lead to sustained improvement in teaching, pupils’ outcomes and attendance across the school.

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