Steam Mills Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils are proud to be part of Steam Mills Primary school. The school’s culture is deeply rooted in respect, inclusion and emotional wellbeing. Pupils enjoy coming to school and this is reflected in the high rates of attendance. Pupils talk confidently about their rights and the rights of others. This understanding shapes the way they behave and interact. They are consistently kind and polite to one another. By the time pupils finish Year 6, most are highly prepared for the demands of secondary school. However, the children in the early years do not benefit from the same quality of education. Teaching in the early years is not always effective and children do not build the skills and knowledge necessary to ensure they are ready for Year 1. Pupils are safe and say they feel safe. Relationships between staff and pupils are generally warm and caring. This means pupils know there is an adult they can speak to if they have any concerns. The school’s focus on the development of positive mental health strategies means pupils learn how to recognise and manage their emotions. Many pupils say that the strategies they learn help them to stay calm, solve problems and support their friends. Pupils are also proud to be involved in the process when new staff are appointed. Pupils learn to stay safe in the community with cycling lessons. They also benefit from music lessons and learning different instruments. This supports pupils to develop their talents and interests. Trips to places such as the Cheddar caves help pupils to deepen their knowledge of the curriculum as well as developing their understanding of life beyond their own community.

What the school should improve

• Leaders must ensure the learning environment in the early years is purposeful and language-rich so that activities promote high-quality learning and support children’s development of communication and early literacy.
• Leaders should ensure that all staff, especially in the early years, engage in high-quality interactions that deepen children’s understanding and vocabulary.
• Leaders should further develop how they support pupils with special educational needs and/or disabilities, ensuring that pupils' targets are specific so that staff know when they have been achieved and can move pupils on to new targets swiftly.

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