Wildmoor Heath School

What Ofsted said

From the inspection on 19 May 2026

Pupils feel valued, safe and cared for in their school, which describes itself as a 'small school with a big heart’. The vast majority of pupils attend school every day, eager to grasp all that is on offer. Warm relationships permeate the school. Pupils get on well with each other. At breaktimes and lunchtimes, pupils play happily together. They enjoy both energetic play on the school field and quieter play in the calmer areas of the playground. This contributes well to the school's friendly and inclusive atmosphere. Pupils know that staff will deal with any bullying and fallouts if they arise. Pupils work hard and enjoy their lessons. Pupils particularly enjoy working in the Wild Wood forest school, where they gain confidence at using tools safely and learn to recognise risk, such in relation to fire. Pupils understand and follow the school's expectations for their behaviour, set out in the ‘Wildmoor Way’. Across the curriculum, pupils typically achieve well. They learn knowledge securely as they move through the school. This includes pupils who join at different times of the school year. Children learn particularly well in the early years. Disadvantaged pupils and pupils with special needs and/or disabilities (SEND) learn well because staff successfully reduce barriers to learning and wellbeing. Pupils are well prepared for the next stage in their education. Pupils are proud to take on roles of responsibility. For example, pupil kindness ambassadors encourage and celebrate random acts of kindness throughout the school. Pupils learn to become caring, respectful role models for others in the school community. Pupils enjoy a broad curriculum. They take part in many memorable experiences that build their interests and character. For example, pupils can explain how they develop resilience when climbing a mountain in Wales on a residential trip. Pupils with SEND, disadvantaged pupils and those known to social care participate fully in school life.

What the school should improve

• Leaders should ensure that all pupils, including older pupils at the early stage of writing, secure and apply the essential writing knowledge that they need, consistently, so that their attainment is at least in line with the high standards already achieved in reading and mathematics.
• Leaders should ensure that systems to monitor the effectiveness of the school's work provide them with information that is sufficiently precise and accurate, so that they can fully understand whether this work is having the impact that they intend for pupils.

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