Rampton Primary School

What Ofsted said

From the inspection on 3 February 2026

Rampton Primary is a small, close-knit school where staff know pupils individually. Pupils benefit from the warm, nurturing relationships they share with staff. Pupils gain confidence strongly and a deep sense of belonging, because they know that staff care about them. Staff identify pupils who have any additional needs or may face barriers to learning when they start school. They provide helpful support to address pupils' needs. However, staff do not adapt the curriculum and teaching consistently well, so that all disadvantaged pupils, and all those with special educational needs and/or disabilities, can achieve successfully. Pupils have positive attitudes and are keen to succeed. However, too many pupils do not achieve well enough, including when they leave the early years. For example, many pupils do not secure essential knowledge of mathematics. The school does not ensure that gaps in pupils' knowledge close quickly enough. Leaders are improving their understanding of the quality of the curriculum and teaching but have only recently focused on the right priorities. While there are green shoots of improvement in the delivery of the curriculum, there is still more to do. Pupils enjoy school and most attend regularly. This is a happy school where pupils behave with kindness and respect. Pupils follow the school’s ‘golden rules’ responsibly. Staff support pupils effectively with high expectations and helpful routines. Pupils appreciate that staff recognise their positive behaviour with ample praise and rewards. Poor behaviour is uncommon, and staff resolve any unkindness quickly. The school supports pupils’ personal development well. Pupils speak enthusiastically about residential and class visits, clubs and other opportunities that enable them to develop interests, learn and secure important team skills. Leaders make sure that pupils develop the wider knowledge and skills they need for life beyond school, enabling them to grow into healthy and responsible citizens.

What the school should improve

• Leaders should maintain a comprehensive understanding of the quality of the curriculum and teaching to consistently identify the right priorities for sustained school improvement and raising pupils’ achievement.
• Leaders should ensure that staff receive focused and high-quality professional development to embed highly effective teaching across the school so that all pupils make sufficient progress across the curriculum.
• Leaders should support staff to strengthen the quality of their interactions with children in the early years so that these consistently build on children's knowledge and extend their learning.
• Leaders should ensure that pupils acquire the foundational knowledge they need in mathematics and writing, including in the early years, and that any gaps in this knowledge are addressed quickly.
• Leaders should strengthen their oversight of inclusion and ensure staff are trained well to fully understand the needs of disadvantaged pupils and those with special educational needs and/or disabilities, to make consistently suitable curriculum adaptations that enable these pupils to achieve well.
• Governors should ensure that they have secure oversight of the school’s work in order to provide appropriate support and challenge.

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