R J Mitchell Primary School

What Ofsted said

From the inspection on 24 March 2026

Pupils enjoy their learning and are happy to attend this friendly and inclusive school. Pupils are kept safe and can name a trusted adult they would speak to if they have any concerns or worries. They understand what the school teaches them about risks, such as how to stay safe online. Pupils have a clear understanding about the importance of inclusion at their school, and everyone is valued. Pupils with additional needs benefit from the multiple ways in which the school offers support to ensure their needs are met. For example, the ‘poppy room’ helps pupils settle in the mornings and small-group sessions for targeted areas of the curriculum support their learning, such as in phonics. This comprehensive offer extends to the school's dedicated resourced provision for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND have their needs met well; they settle quickly and develop a secure sense of belonging. Pupils’ learning is supported by the well-considered curriculum in place. Pupils' understanding and confidence across subjects are improving. However, this is not reflected in pupils' attainment in published outcomes, where pupils achieve below-average levels in reading, writing and mathematics compared to their peers nationally. This means that some pupils are not as well prepared for the next stage of their education as they need to be. Behaviour across the school is typically calm and orderly. Pupils are made aware of differences between people and show tolerance and understanding. When things go wrong, there is an emphasis on pupils considering the impact of their behaviour on others. They are encouraged to think about what they would do differently in the future. Effective adaptations are made for pupils with additional needs. Pupils value the opportunities to develop their wider interests. They enjoy a range of different clubs on offer, including cooking, athletics and dance. Pupils' learning is also enhanced by visitors such as the police and the local mayor, when they learn about how rules and regulations are used in wider society.

What the school should improve

• Leaders should ensure that pupils' skills in early writing, including pencil grip, letter formation, spelling and punctuation, are consistently and securely developed so that pupils develop their writing fluency across the curriculum and achieve stronger outcomes.
• Leaders should ensure teaching builds more consistently on pupils’ prior knowledge and understanding so that pupils are equipped to tackle more complex aspects of the curriculum and be better placed to achieve stronger outcomes.
• Leaders should continue their work to improve attendance and reduce persistent absence across the school, for all groups including children in the early years.

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