Silkmore Primary Academy

What Ofsted said

From the inspection on 23 June 2026

Pupils enjoy coming to Silkmore and feel valued as individuals. They appreciate the positive relationships with staff, who know them well and help them feel safe. Pupils can speak to a trusted adult or use the classroom ‘voice box’ if they wish to share a concern more discreetly. This helps them feel listened to and supported. Pupils achieve well by the time they leave the school and are well prepared for the next stage of their education. Pupils of all ages enjoy reading and earning book rewards, which encourage them to read regularly. Younger children benefit from a wide range of practical experiences that support their understanding. In the ‘allotment’, children grow strawberries and tomatoes so that they can learn where food comes from. Typically, pupils engage well in lessons and enjoy talking about their learning. Pupils walk around the school calmly. At social times, they enjoy playing games and spending time with their friends. Incidents of bullying are rare, and staff respond quickly and fairly when pupils raise any concerns. While most pupils attend regularly, a small number still miss too much learning time. Leaders are working with families to help them attend more regularly. Pupils benefit from a wide range of enrichment experiences. They respond positively to the school’s ‘11 before 11’ programme, which ensures they take part in memorable activities by the end of Year 6. Opportunities such as going on a hike and sleeping under the stars broaden pupils’ horizons and develop their sense of awe and wonder about the wider world and the universe. Pupils take pride in contributing to the community, for example by performing in a local residential home and organising fundraising activities that support others. This helps pupils develop empathy and a sense of responsibility towards others.

What the school should improve

• Leaders should strengthen consistency in how well learning opportunities are adapted so that pupils with special educational needs and/or disabilities are well supported, higher-attaining pupils are sufficiently challenged and pupils produce high-quality work across the wider curriculum.
• Leaders should ensure that independent learning activities in the early years build on children’s prior learning and further deepen understanding, particularly for higher-attaining children.
• Leaders, with support from the trust, should continue to work with families to improve attendance, particularly for those whose attendance remains below national figures and for those taking holidays during term time.

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