Queen Eleanor Primary School

What Ofsted said

From the inspection on 24 March 2026

Pupils feel happy at this school. Staff greet them warmly each morning, and pupils like that adults know them well. Pupils feel safe because they always have someone to talk to, including an 'emotional-support adult'. Pupils learn how to stay safe online, on the road and in the community, and parents agree that their children feel safe here. Pupils behave very well. They move calmly around the school and speak politely to others. Older pupils help younger pupils without prompting. During lessons, pupils settle quickly and want to learn. At playtimes, pupils play kindly and enjoy the wide range of games and equipment available. Bullying is rare. If unkind behaviour occurs, staff deal with it quickly. Leaders are working to strengthen pupils’ understanding of what bullying is, so that all pupils know how to recognise it. Pupils enjoy their learning and achieve well. They like reading and speak proudly about the books they read. Younger pupils make secure progress in phonics and build their early reading skills well. Pupils talk confidently about what they have learned in subjects, such as science, computing and art, and they recall knowledge well. Pupils with special educational needs and/or disabilities generally get the help they need, and most participate fully in all aspects of school life. However, some miss too much school and leaders do not always act sharply enough to secure consistently positive outcomes for these pupils. Pupils enjoy the many extra-curricular clubs and activities on offer. They take on responsibilities, such as school councillor and sports leader. These roles help pupils to gain confidence and learn how to help others. Pupils learn about different cultures, families and beliefs, which helps them to grow into kind and respectful young people. Pupils are prepared well for their next stage of education.

What the school should improve

• Leaders must ensure that their work to support some pupils with barriers to their learning and attendance is as timely as it could be, so that the wellbeing of these pupils is promoted effectively and that they benefit fully from their full entitlement to education.
• Those responsible for governance must ensure that they have a comprehensive oversight of leaders' work, including the school's work to support pupils with special educational needs and/or disabilities (SEND), and tackle persistent absence of some pupils.
• Leaders should ensure that the curriculum is delivered consistently well across all phases and subjects, so that pupils with SEND secure their knowledge and skills and fulfil their potential.
• Leaders should ensure that the environment in the early years provision, and the resources children engage with, are well suited to children's different stages of development.

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