Vickerstown School

What Ofsted said

From the inspection on 10 March 2026

Too few pupils achieve as well as they should. Teaching does not consistently help pupils across the school to develop the knowledge that they need. This is particularly true for disadvantaged pupils. In classes, pupils with special educational needs and/or disabilities (SEND) do not consistently receive the support that they need to access the curriculum. This means that they do not learn and achieve as well as they should. In contrast, pupils in the specially resourced provision for pupils with SEND benefit from a curriculum that is well matched and tailored to their needs. Those responsible for governance have overseen a decline in the quality of education since the previous inspection. As a result, too few pupils are prepared for their next stage of education. Some children in the early years are not as prepared as they could be for Year 1. Staff prioritise learning to read from the start. Some pupils are beginning to read with greater accuracy and fluency. However, many pupils throughout the school do not master the letter formation, spelling and grammar that they need to become successful writers. Pupils enjoy coming to school. They arrive at school happy and eager to learn. Generally, pupils behave well and feel safe. Bullying is rare. Any incidents are dealt with effectively. Most pupils attend regularly. Pupils with SEND receive sensitive support from staff. This helps them to meet the school’s expectations for behaviour. Pupils take on meaningful leadership roles across the school. They enjoy a wide range of enrichment opportunities, including clubs, visits and outdoor trips. Leaders make sure that no disadvantaged pupil misses out on extra-curricular activities. These opportunities help pupils to develop the confidence they need for life in modern Britain.

What the school should improve

• Leaders should make sure that teachers identify and rectify gaps and errors in pupils’ handwriting, spelling and grammar so that pupils develop the knowledge they need to write fluently and accurately.
• Leaders should ensure that pupils gain the knowledge expected across the curriculum to raise achievement, particularly in English and mathematics.
• Leaders should refine the early years curriculum so that adults can identify and address gaps in children’s knowledge, particularly for disadvantaged children, and more children are ready for Year 1.
• Leaders should make sure that the pupil premium strategy identifies precisely the barriers that disadvantaged pupils face so that teachers can adapt their teaching effectively to meet their needs.
• Leaders and trustees should make sure that they use evidence carefully to check on the impact of their actions so that the improvements they intend make a difference to pupils’ outcomes.

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