Redland Primary School

What Ofsted said

From the inspection on 6 May 2026

Pupils enjoy attending this warm and welcoming school. They describe it as a ‘great place to learn’. Pupils of all ages understand how the school’s expectations to be kind, respectful and responsible help them to be ‘a better person’. Leaders and staff know the pupils for the individuals they are. They diligently consider and remove any barriers that pupils face, including those with special educational needs and/or disabilities, pupils who are disadvantaged and those known to social care. Pupils develop a clear sense of belonging, attend well and feel safe because of this. Pupils talk eagerly about their favourite subjects and show highly positives attitudes to their learning in lessons. By the end of Year 6, they achieve well in reading, writing and mathematics. Pupils make positive progress across the curriculum from their starting points. They develop the knowledge and skills they need which prepares them well for the next stage of their education. Staff have high expectations for pupils’ behaviour and conduct. Pupils meet these expectations. They greet visitors and adults warmly, showing high levels of respect. Children in the early years listen carefully, take turns and play well with one another. Staff take time to forge positive relationships with pupils. Pupils trust adults to listen to them and help with any worries or concerns that arise. Bullying is rare. If it does occur, staff deal with it quickly. The atmosphere, both in the classroom and outside, is calm and purposeful. Pupils enjoy a wide range of clubs, such as football and computing, trips to London, and residential visits. They particularly value the opportunities they have to learn outside the classroom which builds their confidence, independence and teaches them new life skills. Pupils take pride in their leadership roles, including school council, 'buddies', and ‘opal leaders’. They say these roles help them to improve their school and set a positive example to others.

What the school should improve

• Leaders should ensure that staff design and select learning activities that help pupils to consistently develop the depth of knowledge they need across the curriculum.
• Leaders should continue to ensure that the school’s approach to handwriting is implemented consistently well so that pupils develop accurate and fluent letter formation over time.

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