Pottery Primary School

What Ofsted said

From the inspection on 23 June 2026

There is a clear sense of belonging among pupils at Pottery Primary School. Each morning, pupils enjoy the warm welcome and high-fives from staff. Most pupils arrive happy and some run into school, keen to start their day. For a few, a tailored start helps them settle and be ready to learn. It also supports their wellbeing and attendance, allowing these pupils to engage more consistently with their learning. Pupils speak positively about their teachers and value the care they receive. They know who to talk to if they have a worry and trust staff to listen and act. Pupils appreciate how the new behaviour systems help them to learn with fewer interruptions. Typically, pupils behave well in lessons and take part with interest. Pupils say lunchtimes have vastly improved because of new resources that help them to share ideas, solve problems and resolve disagreements in a positive way. Bullying is not common and pupils feel confident that staff will deal with it when it happens. Pupils value roles and responsibilities that mean they can contribute to school life. For example, the school council fund raise for new books and the 'wellbeing warriors' help others with their feelings and emotions. Pupils look out for each other and treat others with respect. They talk about a school where everyone is welcome and included. Pupils enjoy learning and use new vocabulary in lessons and discussions. The school's new curriculum helps pupils make links in their knowledge, and understand diversity and British values. For example, pupils recall their learning about Sikhism and link this to their knowledge of the Silk Road trade. Occasionally, pupils do not apply basic key skills with accuracy, so gaps in their earlier learning remain. At times, expectations for presentation affect how well pupils secure their understanding.

What the school should improve

• Leaders should ensure that the school's new systems and approaches to attendance, curriculum and behaviour continue to be implemented consistently, so that improvements are embedded securely and have a sustained and positive impact on pupils’ outcomes.
• Leaders should ensure that their vision for inclusion is applied consistently across the school, so that pupils with gaps in their learning benefit from well-matched support, allowing them to achieve in line with their peers.
• Leaders should ensure that staff have consistently high expectations of pupils’ transcriptional and foundational knowledge across the curriculum, so that pupils become increasingly fluent in these basic skills over time.

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