St Swithun's Church of England Primary Academy

What Ofsted said

From the inspection on 13 January 2026

Pupils are happy and feel safe. They know that staff care about them and help them with any worries that may arise. Pupils feel they belong and enjoy spending time with friends. However, they do not experience the same quality of education across the school. This affects how well they achieve across the curriculum. Published outcomes in national curriculum tests are disappointing. Pupils are not gaining the knowledge and skills they need. Consequently, they are not well prepared for the next stage of education. Many pupils do not enjoy their learning as much as they should. Learning tasks are not matched well enough to what they know. Staff support pupils with additional needs with kindness, but adjustments to learning are not used consistently. Although teachers check pupils' understanding more often than before, this does not yet routinely happen. Misconceptions and mistakes that pupils make go unnoticed. Too many pupils struggle with basic skills. Many do not read fluently, form letters accurately or recall key number facts. This makes it difficult for them to take part fully in lessons. In some phonics sessions, routines are not applied in the intended way. As a result, too many pupils do not build secure knowledge, especially in reading, writing and mathematics. Pupil behaviour is improving but remains inconsistent. Staff respond quickly to any bullying concerns and record these carefully. Some pupils behave calmly in lessons, while others lose focus during transitions and group activities. This disrupts learning. Pupils' attendance is improving. School leaders understand clearly what must improve. They have already begun work to strengthen teaching, behaviour routines and support systems. This work is starting to make a difference, but significant improvement is still required so that pupils can achieve well and thrive every day. Despite the weaknesses that exist, pupils enjoy clubs, trips and leadership opportunities. Older pupils value their residential visit. These experiences help pupils grow in confidence.

What the school should improve

• Leaders should raise expectations in reading, writing and mathematics so that gaps in pupils' basic skills narrow quickly, allowing them to achieve and secure the knowledge they need to be well prepared for the next stage of their education. • Leaders should check that staff apply strategies to support vulnerable pupils consistently, so that those with additional needs and specific vulnerabilities receive a high quality of support in all classes. • Leaders should ensure that pupils benefit from a consistent quality of teaching that helps them to learn and remember the intended curriculum. • Leaders should ensure that behaviour expectations are applied with consistency so that routines are followed and learning is not disrupted. • Leaders should ensure that teaching enables pupils to recall content from the personal development programme, including around protected characteristics and fundamental British values, to help prepare pupils for life in modern Britain. • Leaders should strengthen early years teaching so that children, including those with low starting points, receive appropriate support while also benefiting from greater challenge and clear progression from Nursery into the Reception Year. • Leaders, including those with responsibility for governance, should continue to act with speed and rigour to address school improvement priorities so that pupils benefit from higher standards throughout the school.

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