Sharpness Primary School

What Ofsted said

From the inspection on 27 January 2026

Sharpness is a friendly and welcoming school. Each morning begins on a positive note as staff greet pupils and families warmly at the gate. This calm, caring start helps everyone settle quickly for the day ahead. Pupils describe the school as a happy place where they feel valued and safe. The school’s ‘SHARP’ values guide pupils to be ‘responsible’ and ‘proud’ of who they are. Pupils trust adults to listen to them and respond if they have any worries. This nurturing culture contributes to their regular attendance. Pupils enjoy their learning. They speak confidently about their achievements, particularly in music and sports. For example, pupils learn to play the trumpet and take part in cross-country events. By the end of Year 6, most achieve well in reading and mathematics. However, from the early years onwards, too many pupils do not secure the basic writing knowledge they need. Teaching does not consistently address gaps in pupils' writing, including letter formation, spelling or sentence accuracy. This slows the pace at which some pupils, including those with special educational needs and/or disabilities, become fluent, confident writers and affects their ability to learn the curriculum. Around the school, pupils behave sensibly and show courtesy towards adults and one another. Bullying is uncommon. Regardless of age, pupils mix happily together, enjoying games such as ‘What’s the time, Mr Wolf?’ Older pupils take pride in supporting their Reception class buddies. A highlight is the weekly celebration assembly where staff reward pupils’ efforts and successes with certificates. Pupils learn to be responsible and safe citizens. First-aid training gives them practical life skills, while lessons on water and road safety help them navigate risks in the community. Pupils enjoy debating issues and exploring moral dilemmas. These experiences allow them to develop confidence, character and respect for others.

What the school should improve

• Leaders should strengthen the consistency of teaching so that pupils secure the intended knowledge across subjects and produce high-quality work.
• Leaders should improve pupils’ writing across the school so that more pupils secure their basic skills in spelling, sentence construction, handwriting and presentation from the early years to Year 6.
• Leaders should strengthen their oversight of the impact of additional support, especially for pupils with special educational needs and/or disabilities (SEND), so that provision is well matched to pupils’ needs and improves achievement from the early years onwards.
• Leaders should continue to improve attendance by rigorously addressing the persistent absence of a minority of pupils.
• Governors should increase the depth of challenge about the effectiveness of the curriculum, particularly for vulnerable pupils and those with SEND, so that leaders are held fully to account for improving outcomes across the school.

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