The Boyle and Petyt Primary School

What Ofsted said

From the inspection on 3 March 2026

Pupils, parents and carers and staff are proud to be part of The Boyle and Petyt Primary School. Pupils play harmoniously together on the school's playground. They build positive relationships with staff and with each other. Bullying is rare. No one is left out. Pupils who need additional support typically receive the help that they need. This means that barriers to their learning or wellbeing generally reduce. Pupils say that they feel safe in school and enjoy the different opportunities they are given. As a result, pupils attend well. Pupils typically demonstrate positive attitudes to their learning. They are attentive to staff. In the main, pupils generally achieve well in national tests at the end of key stage 2. However, in some areas of the curriculum, the knowledge that pupils should learn is not sufficiently clear. In addition, pupils experience inconsistencies in the quality of teaching. This means that some pupils do not build rich bodies of knowledge over time in some subjects. More recently, leaders have begun to take appropriate action to improve the quality of the curriculum and how this is implemented. Actions are appropriate. However, these improvements are at an early stage. Pupils engage with a range of additional activities beyond the curriculum. They enjoy opportunities for outdoor learning, where they develop their knowledge of nature. Through the school's personal development offer, pupils enjoy singing in the choir or participating in a range of after-school sporting activities. Pupils are encouraged to make positive contributions to the school community. For example, some pupils represent their peers on the school council. Pupils develop an understanding of how to be a positive citizen, which helps to prepare them well for life in modern Britain.

What the school should improve

• Leaders should ensure that the curriculum, including in the early years, clearly identifies the knowledge and skills that pupils should learn so that staff can emphasis this information when they design learning activities and check pupils' understanding.
• Leaders should ensure that teachers help pupils make connections to prior learning so that pupils develop deep, well-connected knowledge over time.
• Leaders should ensure that teachers identify and address gaps in pupils' knowledge, including in spelling and writing, so that pupils' understanding builds securely over time.
• Leaders should ensure that teachers adapt the curriculum from pupil's starting points to allow them to make suitable progress in their learning.
• Leaders should ensure that all staff have suitable subject knowledge in the subjects and phases they teach so that the curriculum is delivered consistently well.
• Leaders should ensure that they establish effective systems for monitoring their actions to improve the school so that they can target their actions appropriately when weaknesses are identified to drive rapid improvement.
• Leaders should continue to refine the personal development offer to ensure pupils demonstrate a deeper understanding of the personal, social, health and economic education curriculum.

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