Sherston CofE Primary School

What Ofsted said

From the inspection on 3 February 2026

Pupils at this school are well cared for and safe. They skip into school with a desire to learn and a smile on their face. Staff warmly welcome pupils. This ensures they develop a strong sense of belonging. Staff forge positive relationships with pupils and their families. Pupils know they can talk to a trusted adult about any worries or concerns. The school’s high levels of attendance demonstrate the strength of the school’s positive culture. Pupils demonstrate an eagerness to learn. They speak with enthusiasm about their current learning. Pupils particularly enjoy sharing their knowledge in assemblies. Pupils achieve well compared to others nationally at the end of Year 6 and in the Year 1 phonics screening check. The school secures timely support for pupils with special educational needs and/or disabilities and those with barriers to learning or wellbeing. However, some pupils do not have a secure foundation in writing. Pupils' behaviour across the school is a strength. Older pupils exemplify the school’s values. Bullying is rare and swiftly dealt with. Children in Reception Year follow the school routines and expectations. They look up to their older peers. However, the design of the early years curriculum does not enable children to build their knowledge in a logical order. As a result, some children in Reception Year do not develop a secure understanding of the important key skills they need to be ready for Year 1. In some areas of the school’s work, leaders, including governors, do not have an accurate view of what is working well and what needs to improve. This is because they do not check the quality of education with enough rigour and precision. While there are weaknesses in some aspects of the school’s work, pupils are well prepared for life beyond school. They enjoy visits to local museums and residential visits. These experiences broaden their horizons and deepen their understanding of the world. Pupils are proud to play an integral role within the school community. They particularly value their voices being heard as members of the school council.

What the school should improve

• Leaders should ensure that teachers identify and address gaps in pupils' learning to improve pupils' writing knowledge, including spelling, sentence structure and letter formation.
• Leaders should ensure that the early years curriculum is designed and sequenced so that children build the knowledge and skills they need to be ready for Year 1.
• Leaders, including governors, should ensure that there is robust oversight of the actions that they take to improve the school so that weaknesses are promptly identified and addressed.

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