Rayne Primary and Nursery School

What Ofsted said

From the inspection on 9 June 2026

Pupils belong to an inclusive, ambitious and open-minded community. They understand these values and apply them in their daily lives. For example, pupils explain that being inclusive means everyone is welcome and helped to join in. They show this in the way they play and learn together. Relationships with staff are positive. This helps pupils feel known, valued and ready to take part in school life. Pupils feel safe here. They say there are staff they can talk with if they are worried, and they trust staff to help them. This means pupils feel confident that concerns will be taken seriously. Pupils arrive calmly, settle quickly and are ready to learn. This supports positive attitudes to learning. Pupils enjoy a range of experiences beyond lessons. They speak enthusiastically about opportunities such as the reading café, where pupils read with their families while staff support parents to help their child read at home. Pupils also value the ‘Thrive’ provision. This supports those who may feel anxious, find it harder to manage their emotions or need extra help to engage in learning. It helps them feel calm and ready to learn. Pupils usually enjoy their learning. They listen carefully, join in discussions and are keen to do well. This helps them stay focused and make progress. Younger children build language and social skills that support their future learning. Older pupils explain their ideas with increasing confidence. However, sometimes, learning is not well matched to what pupils already know. Some find work too easy, while others need extra help. This means pupils do not always build knowledge securely and achieve as well as they could. Pupils’ behaviour is typically positive, with rare instances of bullying dealt with effectively. Most behave well, supporting a calm environment for learning. When expectations are not applied consistently, some pupils can lose focus. The school works closely with families to support regular attendance.

What the school should improve

• Leaders should improve the consistency of teaching so that all staff check pupils’ understanding and adapt learning effectively, ensuring all pupils are ready for the next stage of education.
• Leaders should improve pupils’ achievement by addressing the important gaps in learning across reading, writing, mathematics and the wider curriculum so all pupils are well prepared for the next stage.
• Leaders should further develop consistent approaches to behaviour so that staff apply expectations consistently in lessons and at playtimes.

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