Waterloo Primary School

What Ofsted said

From the inspection on 28 April 2026

Waterloo Primary School is a richly diverse and welcoming school. Pupils are proud of their school and feel a genuine sense of belonging, whatever their culture, religion or background. Pupils welcome those new to the school quickly, and staff make sure that they feel supported from the start. Most pupils leave well prepared for life in modern Britain. Staff greet pupils each day with a genuine welcome. Pupils have trusting relationships with staff, who take the time to understand them as individuals and respond quickly to any worries or concerns. This creates a secure sense of safety across the school. The school dog, Jessie, is a well-loved part of school life and supports pupils' emotional wellbeing. As soon as children start in the early years, they quickly learn to socialise and follow routines. Adults teach phonics and reading from the earliest stage. Most pupils enjoy their learning and maintain their focus in lessons. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive the support they need. They typically achieve in line with their peers. However, overall, too few pupils achieve as well as they could, particularly in writing, where gaps in knowledge are not closing quickly enough. Pupils behave well and feel safe in school. Bullying is rare. Staff deal with any incidents effectively. Pupils attend school regularly, and disadvantaged pupils attend at rates that compare favourably with their peers nationally. Pupils benefit from a broad range of enrichment opportunities. Leaders make sure that no pupil misses out. Older pupils take on meaningful leadership roles and develop confidence and a sense of responsibility. Parents and carers value the school's inclusive ethos and community feel. They speak warmly of the relationships their children have with staff and the care shown towards their families.

What the school should improve

• Leaders should make sure that pupils build the important basic knowledge they need across the curriculum, so that more pupils are well prepared for their next stage of education.
• Leaders should make sure that teachers use their knowledge of pupils to pitch work at the right level, so that higher-attaining pupils reach greater depth in their learning.
• Leaders should make sure that phonics is taught to the same high standard across the early years and key stage 1, so that pupils build secure foundations in reading.

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