Wath Victoria Primary School

What Ofsted said

From the inspection on 24 March 2026

Pupils describe the school as a kind and welcoming place. Staff model the school’s vision that 'aspirations soar, kindness shines and everyone belongs'. This helps pupils feel valued and supported. Pupils say that they feel safe. They can name trusted adults who help them. They know how to stay safe online. Pupils say that bullying is rare and dealt with quickly. Some pupils report occasional name-calling, but they say that adults sort this out. Pupils behave well. They are polite, friendly and respectful. They enjoy coming to school and most attend regularly. Pupils settle quickly to learning. They enjoy a broad and balanced curriculum and speak with enthusiasm about their lessons. Teachers have not addressed some pupils gaps in their basic knowledge, particularly in writing. These gaps slow their accuracy and fluency. Pupils do not always build the secure skills they need to write with confidence or move on to more complex tasks. Pupils with special educational needs and/or disabilities have their needs identified early. Most pupils receive support that helps them access learning. The specialist resourced provision provides effective help for pupils with more complex needs. Pupils feel that they belong. They talk warmly about their friendships and their positive relationships with staff. They enjoy taking part in wider opportunities. Pupils contribute to the school community and the local area. They write cards to care homes and take part in litter picking. These experiences help them understand responsibility and pride in their community. Pupils learn how to be respectful and responsible members of their school. They are beginning to develop the knowledge and skills they need for their next steps. Children in the early years settle well and are cared for. However, they do not currently get off to a strong start. The curriculum in the early years lacks the precision needed for children to build secure knowledge. Some routines in the early years are still developing.

What the school should improve

• Leaders should refine the early writing curriculum so that the intended steps of knowledge are clear. They should embed precise and regular checks on how well pupils move through this curriculum, including for older pupils who have gaps in their foundational knowledge.
• Leaders should strengthen the early years foundation stage curriculum by defining the steps of knowledge more precisely so that staff know exactly what children need to learn next and can plan purposeful learning opportunities.
• Leaders should ensure that all staff in the early years are supported to teach the curriculum well, including engaging in consistently high-quality interactions that develop children’s language and vocabulary.
• Leaders should continue to ensure that teachers receive ongoing training and guidance, so they can apply the school’s pedagogical approaches consistently and embed its routines and expectations in daily practice.

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