Wigley Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils travel from far and wide to attend Wigley Primary School. When new pupils join, everyone goes out of their way to help them settle in quickly. The key stage 1 pupils help to look after their Reception Year classmates when children first start school. They make sure that the youngest children learn all the school routines. This helps children to begin their education with confidence. This school is a close-knit community where everyone knows one another well. Pupils, staff, parents and carers are proud to be known as 'the Wigley family'. Parents choose the school for its caring, nurturing ethos. Staff greet all pupils and their families warmly at the gate at the start of each day. Parents could not speak more highly of the school. They talk about 'an overwhelming feeling of inclusivity where all children learn and play together, creating a wonderful family atmosphere'. The partnership that staff foster with parents contributes to pupils' sense of security and their ability to thrive. Pupils are polite and respectful and get on well with each other. They understand the school's rules and expectations and why they are important. They appreciate staff recognising and rewarding their acts of kindness. Pupils feel safe because poor behaviour is rare, and they know staff will resolve any issue. If they have a worry, they know where to turn for support. Pupils love coming to school and enjoy learning. They attend regularly. They benefit from enriching and inspiring experiences that bring the ambitious curriculum to life. The yearly residential visits are the most memorable, but pupils equally acknowledge that local visits or special visitors have the same effect. Pupils achieve well, particularly in national tests just before they go on to secondary school, leaving them well prepared for their future lives.

What the school should improve

• Leaders should ensure that the targets set for pupils with special educational needs and/or disabilities and disadvantaged pupils are sufficiently precise. They should monitor the support that these pupils receive and its impact more rigorously to enable pupils to achieve more highly.
• Leaders should ensure that staff use assessment information and their knowledge of pupils' barriers to learning more precisely to consistently make suitable adaptations and quickly address gaps in knowledge, including accurate letter and number formation.

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