Victoria Primary School

What Ofsted said

From the inspection on 21 November 2023

Pupils at Victoria Primary School are polite and respectful. They celebrate the diverse nature of their school community. Pupils learn about a range of faiths and cultures and show tolerance and respect to people's differences. They are accepting and understand the different needs of others. The school provides a calm and orderly environment for pupils. Pupils behave well. Staff model the core values that they expect to see from pupils. In classrooms, pupils, for the most part, engage well and listen to their teachers. This is particularly the case when the learning is closely matched to pupils' needs and abilities. Pupils say that bullying is very rare. They understand what bullying is and what it is not. They know that they can talk with a trusted adult in school if they have any worries or concerns. Pupils play happily together on the playground, supported by staff who encourage them to take part in games and activities. Staff know the pupils extremely well. As a result, relationships between staff and pupils are very strong. Parents and carers appreciate the lengths to which the school goes to support their children and themselves. These positive relationships are a key part of leaders' work to continue to improve the attendance of pupils. Leaders support families to ensure that their children come to school every day and on time. They challenge any prolonged absences away from education.

What the school should improve

• Leaders have not effectively checked how well the wider curriculum is being delivered. As a result, leaders do not know whether pupils are learning the planned curriculum. Leaders need to check how well the curriculum is delivered so that they can make the necessary improvements in a timely way.
• In some subjects, such as science and design and technology, the precise knowledge that leaders want pupils to learn at each stage is not clear or well sequenced. This leads to some misinterpretation and inconsistencies in how the subject is taught and delivered. The school should ensure that the precise knowledge that it wants pupils to learn is made clear at each stage in order to further improve the appropriate choice of learning opportunities provided in the classroom.
• A small group of pupils do not access an appropriately ambitious curriculum in mathematics. This is because they are not moved quickly enough to their age- appropriate curriculum. This limits what some pupils can learn and achieve. Leaders should ensure that all pupils access an appropriately ambitious curriculum in mathematics in a timely manner.

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