Snape Primary School

What Ofsted said

From the inspection on 21 January 2025

Pupils experience a warm, friendly and supportive environment that encourages both academic success and personal growth. Pupils enjoy coming to school because they know that they are valued for their individuality. Daily school life promotes respect and diversity through the 'rainbow values'. The pupils reflect these values through their actions and attitudes towards each other and the school community. Pupils take part in engaging lessons. Expectations for pupils' achievement are high. Pupils collaborate well and are enthusiastic learners. As a result, most pupils achieve well. Pupils consistently show respectful behaviour. The school has a positive atmosphere where learning can flourish. This is because staff uphold clear, consistent expectations. This fosters a calm, orderly environment where pupils feel safe and valued. Pupils appreciate the school's approach because they can learn effectively without disruptions. Pupils have a wide variety of opportunities in addition to the academic curriculum, which builds their character and confidence. There are a broad range of clubs that develop pupils' talents and interests. These clubs are available to all pupils. Pupils can access leadership roles, where they know they can make a difference to the school. For example, they can become a member of the school parliament, where they develop the school's yearly plan with leaders.

What the school should improve

• Expectations and opportunities for pupils' writing are not consistent across the curriculum. This means some children are not achieving as well as they could. Teachers should be provided with clear guidance on how best to teach writing. The school should ensure pupils have regular opportunities to write independently and at length, in order to apply their grammatical knowledge and write competently and confidently.
• Sometimes, the targets for pupils with SEND are too broad or do not always identify the appropriate strategies to support individual pupils' needs. This means that teachers do not always make effective adaptations to help these pupils access the curriculum as intended. The school and the trust should ensure that the targets and strategies for pupils with SEND are precise and that staff have the knowledge and expertise to understand how to support these pupils to learn and achieve well.

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