Queen Victoria Primary School

What Ofsted said

From the inspection on 9 June 2026

Queen Victoria Primary School is a happy place to be. Pupils enjoy coming to school. Caring adults welcome them each day and look after them well. Adults and pupils live out the school's CARE values (children at the heart, aspiration, responsible and excellence) in their everyday interactions. Pupils benefit from the improvements that leaders and staff have made since the last inspection. Pupils who are disadvantaged, have special educational needs and/or disabilities and those who are known (or previously known) to social care are supported well. As a result, all pupils can take part fully in lessons and wider school life. Typically, pupils achieve well and are ready for the next stage of their education. Pupils generally behave well in lessons and around school. This is because leaders have successfully raised the expectations around pupils' behaviour. This means pupils know the expectations. They follow clear routines, treat others fairly and resolve disagreements with staff support. Pupils feel safe and know who to talk to if they are worried. Pupils say bullying is rare but that teachers deal with it if it happens. Pupils enjoy their learning and have positive relationships with staff. They enjoy a range of enrichment activities. These include trips to the theatre, visits from local community groups and a wide offer of extra-curricular clubs. These opportunities support pupils to develop interests and experiences outside of the taught curriculum. Leaders also ensure that pupils have leadership opportunities in school, for example being on the school council. These roles support pupils to build confidence and independence. Children in the early years settle quickly. They choose activities independently and develop their language through purposeful interactions with staff. By the time they reach Year 6, most pupils are articulate, confident and ready for secondary school.

What the school should improve

• Leaders should continue with their recent and increasingly successful work to ensure that all pupils attend school when they should.
• Leaders should embed the impact of their work on strengthening important foundational skills, particularly handwriting and spelling, so that pupils consistently achieve well.
• Leaders should embed the new well-sequenced personal, social and health education programme. They should ensure that it is taught consistently well so pupils gain the knowledge needed to understand what it is like to live and thrive in modern Britain.

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