Regents Park Community Primary School

What Ofsted said

From the inspection on 14 April 2026

Pupils enjoy coming to Regents Park Community Primary School each day. Staff are ready to welcome them with a smile. They feel valued and respected by the adults who care for them. Dedicated staff carefully consider pupils' experiences at the school. They ensure that pupils access the experiences they need to flourish and prepare well for the next stages of their education. Pupils behave extremely well at this school. They know how important learning and positive behaviour are. Expectations for behaviour are clear and consistent; pupils know what staff expect from them. Disruptions to lessons are rare. When they do occur, calm staff help pupils effectively. Kindness and trust underpin relationships across the school. Pupils say staff recognise when something is wrong and offer support. Bullying happens infrequently. When it does occur, staff deal with it well so that it does not continue. Across the school, pupils focus well on learning tasks. They develop positive attitudes to learning and make meaningful progress from their starting points. Pupils say that they like revisiting previous learning because it helps them learn more. Pupils talk about what they learn with excitement. They say they like the way learning is presented and are supported by teachers to improve. They value that teachers take time to speak to them in every lesson. Pupils benefit from interesting lessons in many subjects. Pupils, including those with special educational needs and/or disabilities, disadvantaged pupils, and those known or previously known to social care, receive effective support to grow and learn. Pupils understand fundamental British values and apply them through respectful behaviour and positive relationships with others.

What the school should improve

• Leaders should strengthen the use of assessment to identify gaps in learning, including for pupils with special educational needs and/or disabilities, so that teaching is adapted effectively and all pupils are supported to achieve highly.
• Leaders should strengthen the development of pupils' foundational skills, including handwriting, so that consistent practice and precise modelling help pupils build fluency and accuracy over time.
• Leaders should ensure that all staff have the expertise to reflect on and evaluate the impact of their actions so that school improvement is sustained over time.

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