Sheerhatch Primary School

What Ofsted said

From the inspection on 6 January 2026

This school is at the heart of the village communities it serves. Warm and caring relationships emanate throughout the school. Pupils feel happy, safe and well cared for in this welcoming environment. Over time, pupils have not achieved as well as they could. Too many leave school at the end of Year 6 not academically ready for secondary school. Similarly, too many children leave the Reception Year without the knowledge they need to be successful in Year 1. Although pupils’ achievement is slowly improving and pupils' barriers to learning are being reduced, significant work remains to ensure pupils consistently gain the knowledge they need to prepare them for their next stages. Pupils typically behave well. The school is calm and conducive to learning. The strong relationships between pupils and staff mean pupils want to do the right thing and generally do. Most listen carefully in class and contribute to lessons enthusiastically. The playground is a hive of activity. Pupils get along well and play harmoniously. Games such as football and basketball proceed without the need for adult intervention. Pupils’ attendance has improved over time. They arrive promptly for school, and most attend regularly. On arrival, pupils are warmly greeted by staff and welcomed into school. Pupils, including those who are disadvantaged, make a positive start to the school day and settle down to their learning quickly. Pupils, including those with special educational needs and/or disabilities, benefit from a range of wider opportunities. They are proud to take an active role in school life and the community. Their work with a partner school in Kenya is an example of the wider offer pupils benefit from. This helps them to understand and respect different cultures around the world. All pupils are known and fully included in school life.

What the school should improve

• Leaders must further train and support staff to strengthen their subject knowledge and expertise to improve the quality of teaching across the school. • Leaders must support staff to further develop the use of formative and summative assessment strategies to consistently meet the learning needs of pupils. • Leaders should ensure that teaching in the early years further supports children to learn, apply and practise the important skills they need to be ready for Year 1. • Leaders need to implement proposed curriculum changes, including the development of the writing curriculum, promptly to ensure pupil outcomes improve more quickly.

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