Shaftesbury Church of England Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils recognise that the school is improving. For example, the implementation of what the school calls its 'behaviour curriculum' means that staff's expectations of behaviour are higher. Pupils enjoy and value the structured lunchtime activities on offer. They behave well in the dinner hall and show high levels of respect for one another. Staff know pupils well. They provide caring support. Consistent routines ensure that pupils feel safe. Everyone is known as an individual and treated fairly. Pupils make every effort to live out the school's values effectively. For example, pupils show tolerance to each other and typically participate positively in class. However, pupils' experiences in their academic learning are mixed. Over time, pupils have not been well prepared for secondary school. In the past, pupils did not learn the essential subject content they needed to. Leaders' diligent work to bring about necessary improvements is proving successful. Staff's expectations of what pupils will achieve are on the rise. Pupils are learning more now. Typically, pupils work hard. However, there remain some weaknesses in the implementation of the curriculum across subjects and classes. Pupils have gaps in their English and mathematical skills as a result. At times, teaching does not build firmly on what pupils know and can do or pupils are given work that does not deepen their understanding. Pupils receive high quality pastoral support when they need it. They have the confidence to talk to adults if they are unhappy or have concerns. They are confident that when bullying happens staff sort it out properly. Pupils benefit from a wide variety of opportunities and experiences beyond the academic, for example through science workshops, residential visits and sporting events such as rugby festivals. Pupils learn to be good team players and to listen to and respect the views of others.

What the school should improve

• Leaders should ensure that pupils' attainment in reading, writing and mathematics continues to rise so that pupils, including those who are disadvantaged, are well prepared for their next stage of education.
• Leaders should ensure that all staff have expert subject knowledge in the subjects and phases they teach so that the curriculum in early years, key stages 1 and 2 is implemented consistently well and pupils deepen their understanding of more complex concepts as soon as they are ready.
• Leaders and governors need to ensure that there is stringent oversight of all aspects of the early years curriculum so that adult and child interactions extend children's language development; learning time is fully maximised; and children are well prepared for Year 1.
• Leaders should ensure that staff use assessment information astutely, including in the early years, to ensure that they design activities that build firmly on the essential knowledge that pupils need to learn next.

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