The Ferns Primary Academy

What Ofsted said

From the inspection on 6 January 2026

Pupils at The Ferns are enthused to attend this friendly, thriving school. They arrive happily each morning and quickly settle to their studies. Pupils relish their time in school and place a high value on their education. Leaders meticulously ensure that any barriers to learning are identified and addressed swiftly. As a result, pupils typically achieve very well across the curriculum. Leaders focus sharply on ensuring that pupils gain the knowledge that they need for the next stage of their education. This applies from the beginning of the early years through to the oldest pupils. Consequently, pupils learn the curriculum content securely and extensively. This is reflected in the school’s published outcomes, which show that most pupils achieve above the national average. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged, across most subjects with published outcomes. Pupils are confident and welcoming, showing interest in visitors’ wellbeing and interacting politely. In lessons and at breaktimes, pupils typically behave well, demonstrating consideration and kindness. They benefit from the caring relationships that they have with adults and each other. Pupils are confident that any issues, including bullying, should it occur, would be dealt with promptly. This helps them to feel safe. Pupils, including those with SEND and who are disadvantaged, also benefit from a carefully chosen range of exciting and enriching learning experiences. From the early years, pupils learn meaningful topics that prepare them very well for life in modern Britain. These include visits to places of worship to learn about different religions and beliefs. The school welcomes visitors who share their experiences, such as authors connected to significant historical figures and local professionals who help to inspire pupils’ career ambitions. The school maintains high aspirations for every pupil, both academically and personally. As a result, pupils are motivated and knowledgeable. They are also highly respectful of people's different backgrounds.

What the school should improve

• Leaders should continue to embed the school’s adaptive practice so that support for pupils with special educational needs and/or disabilities is consistently highly effective. • Leaders should ensure that behaviour expectations and approaches to behaviour management are consistently applied by all staff.

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