Walliscote Primary School

What Ofsted said

From the inspection on 7 July 2026

Pupils' overall achievement, as shown by national outcomes, has been below national over time. Some pupils do not receive consistently high quality teaching. Pupils with barriers to their learning have not previously had their specific needs carefully identified. As a result, some pupils have not been well prepared for their move to the next class, key stage, or for their transition to secondary school. They have gaps in their knowledge and their needs have not always been met. Leaders, with the support of the trust, are taking decisive action. These changes are starting to lead to an improved educational experience for pupils. Pupils enjoy their time at Walliscote Primary. They demonstrate the school's motto of 'Aim High, Work Hard, Be Kind' through their daily behaviours. Many more pupils now attend school regularly. They feel safe and cared for and develop trusted relationships with adults. Pupils respond positively to the clear classroom routines and high expectations of leaders. Children in the early years adapt quickly to life at school as they have been supported through 'stay and play' sessions and home visits. Pupils rarely experience bullying here. They report any concerns of this nature to adults and they are dealt with quickly. Pupils are positive about the recently introduced house system and the sense of togetherness it has brought. They enjoy competing for the weekly trophy. Many pupils develop their confidence and independence through taking on a leadership role at the school. These include being a play buddy, anti bullying ambassador or a member of the school council. Pupils have a range of opportunities to extend their experiences, talents and interests. For example, attending a chess club, enjoying an encounter with reptiles, or developing their writing and reporting skills as part of the school's 'Young Journalists' club.

What the school should improve

• Leaders should ensure that weaknesses and inconsistencies in teaching are rapidly addressed so that all pupils learn the curriculum effectively.
• Leaders should ensure that any gaps in pupils’ essential knowledge, including reading, handwriting, spoken language and mathematics, are consistently identified and then closed quickly so that pupils achieve well and are ready for their next steps.
• Leaders should ensure that adaptations to support pupils with special educational needs and/or disabilities, those that are disadvantaged, and those who speak English as an additional language, are well matched to pupils’ needs and lead to the reduction or removal of any barriers to their learning and/or wellbeing.

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