Shortstown Primary School

What Ofsted said

From the inspection on 3 February 2026

Everyone is welcome at Shortstown. This gives pupils a sense of belonging and safety. The pupil community is richly diverse. Pupils are very understanding of difference in all its forms. The school's inclusive culture means that all pupils receive opportunities to succeed. Pupils with additional needs receive tailored support to reduce or remove their barriers to learning and to access the range of experiences on offer. Pupils enjoy learning and are keen to come to school. Attendance is high. Many pupils run enthusiastically through the gate at the start of each day. They are greeted warmly by staff, with who they have positive, respectful relationships. Incidents of bullying are rare. Pupils behave well. Classrooms are largely calm and productive spaces. Children in the early years settle happily and quickly, thanks to clear routines and expectations. Staff are ambitious for all pupils, and overall, pupils achieve well. Increasing numbers of Year 6 pupils are reaching the expected level in national reading, writing and mathematics tests. In the early years, children learn the essential building blocks of knowledge. This supports progress through the curriculum as pupils move up through the school. Pupils' wellbeing is a high priority, and leaders act to support this at every opportunity. For example, a distinctive approach to 'moving up' in the summer term each year prepares pupils very well for their next steps in education. Similarly, pupils are well prepared for life beyond Shortstown, thanks to a range of wider opportunities. Many pupils enjoy special responsibilities. These provide them with leadership and citizenship skills. Pupils clean the dining room at lunchtime, support others as members of the wellbeing committee and contribute actively to school life through the school council. These roles develop pupils' character and give them invaluable skills for later life.

What the school should improve

• Leaders should ensure that they support staff to further develop their use of in-lesson assessment opportunities and adapt their teaching in response to these checks so that pupils’ gaps in knowledge, errors and misconceptions are effectively addressed. • Leaders should continue to drive further improvement in pupils’ attainment, particularly in phonics, by securing more consistently high-quality teaching across the school.

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