Seven Fields Primary School

What Ofsted said

From the inspection on 1 July 2026

Many pupils thrive in this happy and inclusive school. They benefit from warm and trusting relationships with staff who know them well and provide effective support, helping them to feel safe, valued and included. Pupils' behaviour is typically calm and purposeful in lessons and at social times, with clear routines which enable pupils to engage well in their learning. Pupils report that bullying is uncommon and that staff deal with concerns quickly and effectively. Pupils' achievement is variable, but it is showing convincing signs of improvement, particularly for younger children in the early years and key stage 1. Children in the early years get off to a great start and often make accelerated progress from their starting points. The academic outcomes for older pupils in reading, writing and mathematics are beginning to improve as a result of a stronger curriculum and higher expectations. Typically, pupils enjoy their learning. Pupils with special educational needs and/or disabilities are well supported because staff know and understand the barriers to learning they may face. Pupils benefit from a broad range of wider opportunities that enrich their experiences beyond the classroom. Leadership roles such as school councillors and play rangers help pupils develop a sense of responsibility and confidence. Leaders ensure that any barriers to participation are removed, which means all pupils take part in regular enrichment activities such as cooking, crafts and computing. Leaders are acutely aware of the challenges that some pupils face outside of school. They ensure that pupils learn about how to keep themselves safe and healthy. The impact of leaders' work is reflected in the high attendance of the vast majority of the pupils. Pupils want to be here. Many arrive early every day to attend the school's breakfast club, demonstrating the positive attitudes they have towards school.

What the school should improve

• Leaders should continue their work to address pupils’ achievement at the end of key stage 2, including through using effective formative assessment, so that more pupils are ready for the next stage of their education.
• Leaders should ensure that they consistently monitor the impact of their work in inclusion and the curriculum, so that they, and those responsible for governance, have a detailed and accurate understanding of strengths and areas for development.
• Leaders should ensure that the delivery and assessment of foundation subjects are robust, so that pupils learn and retain knowledge and skills across the full breadth of the curriculum.

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