Sharnford Church of England Primary School

What Ofsted said

From the inspection on 27 January 2026

A sense of pride permeates this small, village school. Staff and pupils liken the school to that of a big family. Pupils benefit from caring relationships with staff who know them extremely well. They know staff will listen to them and provide help with any worries or concerns when they need it. This gives pupils a deep sense of belonging and the confidence to be themselves. Parents and carers value the welcoming ethos of the school and the personal care and attention their children receive. Children get off to a positive start in the Reception Year. They soon settle in and learn the school’s expectations. Pupils throughout the school show an enthusiasm for learning. They speak positively about how adults support them in lessons. Overall, pupils progress well through the curriculum. By the end of Year 6, most pupils achieve the national standards expected of them and are ready for secondary school. Parents appreciate that their children not only achieve well academically but also flourish on a broader level. Pupils behave very well. They treat each other as they would like to be treated, with respect and kindness. Disagreements are rare and quickly resolved. Social times are typically harmonious. Staff and pupils are proud of the school's values, such as friendship and forgiveness. Pupils who are ‘wellbeing ambassadors’ spot and reward pupils for modelling and living out these values. Pupils appreciate that they have a voice and are provided with opportunities to make a positive contribution to their school ‘family’. Some pupils lead on energy saving in school, while others gather views on school lunches to make them more enjoyable. These roles help pupils learn about responsibility and enable them to grow to become conscientious citizens.

What the school should improve

• Leaders should ensure assessment information and checks of pupils’ learning are used consistently to tailor and adapt the curriculum and teaching to build successfully on pupils’ learning. This includes for pupils with special educational needs and/or disabilities.
• Leaders should ensure that there is a consistent approach to developing pupils’ handwriting across the school and that weaknesses, particularly in older pupils’ handwriting skills, are addressed quickly.

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