Slater Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils are proud to belong to the Slater Primary School community. They value their range of backgrounds, cultures and faiths and they make many friends easily. Many pupils join the school at different stages, some after experiencing instability in their lives. Pupils and staff go out of their way to help new pupils settle in. Everyone receives a warm welcome at Slater and soon feel like they firmly belong. While some pupils do not attend school regularly enough, their attendance is beginning to improve. The school increased its expectation and the same goes for pupils’ behaviour. Mainly pupils understand the school’s new expectations to have compassion and behave responsibly and respectfully. Pupils are rarely unkind and behaviour like bullying is uncommon. Pupils feel safe and secure because staff tend to deal quickly with any type of bullying. However, pupils’ behaviour and how they follow instructions or routines is inconsistent, particularly at social times. When pupils struggle to reach the school’s expectations, they do not always receive the right support. Pupils enjoy learning and mainly want to do well. In the early years, children make a positive start to their schooling. However, pupils’ learning and progress varies as they move through school. Sometimes this means they are not as ready for their future education as they should be. This is especially the case for pupils with special educational needs and/or disabilities. As these pupils’ needs are not understood fully, pupils do not receive a curriculum tailored to meet their needs. Recently, pupils’ experiences of school are improving. However, leaders know they must focus on sustaining improvements to enable all pupils to thrive. Pupils enjoy memorable experiences that enhance their learning and build their character. They take on important leadership roles and contribute to school life. Pupils access a range of clubs and activities that develop their talents and interests.

What the school should improve

• Leaders should ensure their systems to identify and assess the needs of pupils with special educational needs and/or disabilities (SEND) are effective. They should ensure that staff make effective adaptations that enable pupils with SEND to be successful and thrive in all aspects of their education.
• Leaders should ensure that teaching is consistently effective, enabling pupils to progress and achieve consistently well throughout the curriculum.
• Leaders should ensure that the school’s approaches and support enable pupils to meet consistently high expectations for their attendance and behaviour.
• Leaders should support all staff to understand and apply their policies and approaches consistently. They should ensure that staff receive the support and professional learning they need to embed improvements.
• Leader should improve their systems to monitor, analyse and evaluate school performance, including in relation to attendance, behaviour, achievement and inclusion, to pinpoint more precisely where further improvement is needed.

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