Ullesthorpe Church of England Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils are proud to attend this inclusive school. Pupils arrive to school with a smile on their face. They attend well, are punctual and cannot wait to start their school day. A strong Christian ethos runs throughout the school. Staff know pupils extremely well. Pupils feel safe. They know that they have trusted adults to turn to if they have worries or need help. They know that their teachers do all they can to help them ‘learn together, grow together and shine forever'. Pupils understand the difference between falling out and bullying. Bullying is not a concern to pupils. They feel confident that staff will act quickly and effectively if incidents arise. Play time is enjoyed by everyone. Pupils relish the activities and games available to them. Older pupils encourage younger pupils to learn the rules of the games, join in with others and make friends. Pupils show enthusiasm for learning. The curriculum is carefully constructed so that all pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care, have their needs precisely met. Pupils secure the important foundations they need, for example, in reading, writing and mathematics. Pupils, including those with SEND, typically achieve in line with the national averages in national tests. Pupils are well prepared for the next stages of their education. This small school offers a wide range of opportunities that help pupils cooperate, take responsibility and grow in confidence. All pupils take on additional roles that enable them to shine. They show understanding of each other’s differing needs, and older pupils act as positive role models for younger peers. Pupils develop a secure knowledge of fundamental British values, such as respect and tolerance. A clear sense of community and family enhances pupils’ education and prepares them well for life.

What the school should improve

• Leaders should continue the work to ensure that pupils, including pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils known to social care, gain the fluency and accuracy of foundational knowledge needed so that an increasing number achieve at greater depth and at the higher standards.

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