The Meadow Community Primary School

What Ofsted said

From the inspection on 20 January 2026

This is a caring and happy school. Pupils are proud to belong to their inclusive and welcoming school. They say that no one should be left out, no matter what their culture, background or viewpoint. Pupils have empathy and engage well with teamwork. Staff know pupils’ individual needs very well. Pupils feel safe and cared for, particularly those who have additional needs or barriers to their learning. Pupils develop a secure understanding of the school’s vision for them to ‘Be the best version’ of themselves. Children get off to a very positive start with their education in the early years. Through a well-organised and ambitious curriculum, pupils achieve well over their primary school years. They secure the knowledge they need for the next stage of their education. Pupils enjoy their learning and have positive attitudes towards their work. They cooperate well with one another and listen attentively to staff. Pupils try their best with tasks and generally take great pride in their work. The school has a purposeful and calm atmosphere. Pupils behave well. Staff support them effectively to live up to the school’s high expectations. Pupils play together at social times and are respectful towards each other. Many told inspectors that bullying is ‘hurtful behaviour that happens several times on purpose’. Pupils distinguish this from ‘falling out with a friend’. They are clear that when bullying happens, which is very occasionally, staff deal with it swiftly and effectively. Disadvantaged pupils and those with special educational needs and/or disabilities do not attend regularly enough. This means they miss out on important learning. Leaders are addressing this. However, it is too soon to see the impact of some of their actions.

What the school should improve

• Leaders should analyse and use attendance information carefully to take swift and effective action so that pupils, particularly disadvantaged pupils and those with special educational needs and/or disabilities, attend school more regularly. • Leaders should identify carefully where staff require further training to adapt the curriculum and teaching more effectively, so that pupils with special educational needs and/or disabilities especially learn well and with independence. • Leaders should ensure that staff use assessment information and their checks of pupils’ learning consistently well to make effective adaptations that address misconceptions and gaps in pupils’ learning, so that pupils achieve well in the curriculum.

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