Sharneyford Primary School

What Ofsted said

From the inspection on 1 July 2026

Pupils and children in the early years are welcomed into school each day by staff who know them and care for them. Pupils settle quickly into familiar routines. This helps learning to begin promptly. Most pupils come to school regularly and understand the importance of regular attendance. Pupils are safe and they know that leaders and staff are there to listen and help if they have any worries. Pupils know the school’s values, which include resilience and kindness. These are part of everyday school life where pupils typically work hard and are kind. Older pupils take on responsibilities. They look out for the younger children and ensure that no one is left out. In lessons, pupils typically focus well. They demonstrate enthusiasm for learning. Inclusion is a priority in this welcoming school. Pupils with special educational needs and/or disabilities receive appropriate support to progress well from their starting points. They learn and play alongside their peers and develop a sense of belonging. A range of interesting trips, visitors and assemblies help pupils learn about the wider world. They learn the importance of becoming caring and helpful citizens. Pupils treat one another with respect. The school offers appropriate support to pupils who struggle to control their emotions. As a result, there is very little disruption to lessons. Pupils, and children in the early years, thrive in a harmonious atmosphere. If bullying does occur, pupils know staff will swiftly address it. Playtimes are fun, active and a chance for pupils to develop their social skills and build friendships. Parents and carers value the care the school provides. They reflect positively on the kindness and nurture that their children receive. Parents feel part of their children’s education and value their partnership with the school.

What the school should improve

• Leaders should strengthen the precision of checks on learning and the impact of feedback so that misconceptions in pupils’ foundational knowledge are identified and addressed promptly, enabling all pupils to achieve as well as they could, particularly in letter formation, handwriting and spelling.
• Leaders should ensure that staff consistently design activities which build on prior knowledge and provide purposeful opportunities for pupils to rehearse and apply key concepts. This will help pupils to deepen their knowledge and understanding over time.
• Leaders should further enhance the personal development programme to enable pupils to access a range of experiences which develop their cultural lives and deepen their knowledge of, and appreciation of, the arts.

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