Potton Primary School

What Ofsted said

From the inspection on 4 February 2025

Potton Primary School is a happy and friendly place in which to learn. Pupils enjoy one another's company, with smiles and laughter aplenty in the playground. Staff want the best for pupils, and they set high expectations. Pupils live up to these expectations, learning well. Most pupils behave well in school. They listen carefully in lessons and try their best. There are times, though, when some lessons are disrupted by poor behaviour. These instances are reducing as staff become more adept at supporting these pupils. Pupils understand the expectations that staff have of how they should behave. Pupils enjoy contributing to school life. They take on various leadership roles and show their helpfulness when doing jobs in school. Pupils love to see the results of their fundraising work, for example the brand-new books in the library. Pupils are guided to see differences in themselves and others. They know that everyone is 'unique' and that all should be seen as an individual. Older pupils have a well-developed knowledge of how to stay safe. They know the risks that they face, such as when they are online, and have a clear understanding of the steps that they can take to keep themselves safe.

What the school should improve

• At times, teachers do not closely match activities to meet the specific needs of pupils. This means that, on occasion, pupils do not always learn as well as they could. The school should make sure that all teachers receive support to adapt the curriculum consistently and effectively for pupils' varying levels of understanding and need.
• Some staff do not fully understand the principles behind the school's new approach to managing behaviour. This means that, at times, some pupils who need additional support to help them behave well do not always receive the right guidance. The school should continue to provide training and support for all staff to help them understand and implement the behaviour policy as leaders intend.
• The governing board does not hold the same depth of knowledge around the quality of education as it does on other aspects of the school. This means the board does not hold the school to account for the quality of education pupils receive with as much rigour as it does in other aspects. The school should ensure that the board develops its knowledge and skills to carry out its roles, to continue to improve and sustain the quality of education pupils receive.

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