Shackleton Primary School

What Ofsted said

From the inspection on 27 January 2026

Pupils enjoy attending this welcoming school. They feel valued and part of the community. Pupils come from a wide range of cultural and social backgrounds. Many join the school at different points in their education. They settle quickly because adults support them to develop important skills from the earliest stages. From the start, pupils build confidence, communication skills and positive attitudes to learning, helping them to feel included. Staff help pupils to overcome barriers linked to language, mobility, disadvantage and special educational needs and/or disabilities. This helps all pupils to participate positively in learning. Many pupils take part in enrichment activities beyond lessons, which further strengthen relationships and pupils' sense of belonging. Relationships between pupils and staff are positive. Pupils behave well in lessons and at social times. They feel safe because adults look after them well. Pupils understand that bullying is rare. They are confident that any worries or concerns are dealt with quickly and appropriately. Pupils value learning alongside others from different backgrounds and cultures. They show respect for one another. Pupils live the school's values of being 'ready, respectful and safe'. These values underpin pupils' positive attitudes to learning and behaviour. Classrooms are calm and purposeful, helping pupils to settle quickly and focus on their work. Pupils are supported alongside their families to attend school regularly. As a result, attendance is improving over time. Pupils enjoy learning, particularly in reading, writing and mathematics. Clear lesson structures and consistent expectations help them to grow in confidence and improve engagement over time. However, pupils' achievement in these subjects does not meet national expectations. In addition, pupils do not consistently remember and apply their learning across the wider curriculum. Consequently, some pupils do not build knowledge securely or leave the school as well prepared as they should be for the next stage of their education.

What the school should improve

• Leaders should improve pupils' achievement in reading, writing and mathematics so that more pupils meet national expectations and securely remember and apply their learning over time. • Leaders should ensure that the clarity and consistency evident in the core subjects are embedded across all subjects so that pupils build and retain knowledge securely across the wider curriculum. • Leaders should strengthen the precision of support for pupils with increased special educational needs and/or disabilities so that learning is closely aligned to individual needs and targets. • Governors should strengthen their strategic oversight so that they evaluate the impact of leaders' actions more rigorously and hold leaders to account for pupils' outcomes.

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