Waterloo Primary Academy

What Ofsted said

From the inspection on 9 June 2026

Pupils enjoy attending this welcoming school. They have a deep sense of belonging. Pupils value spending time with their friends. They genuinely care for and respect each other. The school is a calm and happy place in which to learn. Pupils behave well and typically demonstrate self-control. When pupils experience conflict, or on the rare occasion that bullying occurs, they trust that staff will deal with it fairly. Pupils relish the wider opportunities that leaders organise. This includes visits to cities, museums and theatres and residential experiences. These help pupils to develop their independence. Clubs such as boxing are organised at the request of pupils. Others are matched to the specific needs of groups of pupils. Pupils play particularly well together and enjoy the varied activities and equipment on offer, such as space hoppers, table tennis, cycling tracks and crafts. Older pupils are proud to take on play leadership roles. They set a positive example to younger pupils. Staff build warm and caring relationships with pupils. This helps pupils to feel safe. The school family is united in its understanding of the 'Waterloo Way'. This teaches pupils to live well together and make a positive contribution to the life of the school. Recent changes to the start of the day give pupils time to settle and begin their learning tasks. This has helped to improve attendance for some pupils. Pupils enjoy their learning and are proud of the work that they produce. They generally work hard. Pupils are excited to talk about their learning in different subjects. Children in the early years get off to a flying start to their education. Broadly, pupils make secure progress through the curriculum from their starting points. They are typically well prepared for the next stage of their education. Generally, pupils receive the help and support that they need to overcome barriers to their learning and wellbeing.

What the school should improve

• Leaders should further support teachers to adapt learning, so that tasks consistently match pupils’ learning needs and starting points.
• Leaders should ensure that pupils’ gaps and misconceptions in learning are addressed swiftly in lessons, so that pupils are supported to achieve all that they can.
• Leaders should further support pupils’ regular attendance, so that the proportion of pupils who are persistently absent further reduces.

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