William Cassidi Church of England Aided Primary School

What Ofsted said

From the inspection on 10 February 2026

Most pupils, including those who are disadvantaged, achieve well at the end of key stage 2. They have the essential knowledge and skills that they need for secondary education. In key stage 2, pupils enjoy discussing what they have learned. This helps them to extend their knowledge and develop their understanding. However, teachers do not consistently adapt their teaching to meet pupils’ needs. Also, often they do not provide the extra support that some pupils require. This includes pupils with special educational needs and/or disabilities. In early years, children do not benefit from enough high-quality talk with adults. They do not secure accurate letter formation. Moreover, inaccuracies in some pupils’ handwriting remain unchecked at key stage 1. Leaders have implemented actions to improve these aspects of pupils’ education. However, leaders’ actions have not led to significant enough improvement. Pupils belong to a kind and caring school community. They develop positive relationships with staff and healthy relationships with their peers. The school council contributes positively to school life. Pupils lead assemblies and give back to the local community, for example through helping to organise a food bank. Pupils enjoy school life, including visits to museums and residential trips. They also enjoy taking part in clubs, including Spanish and dance. Pupils attend school regularly and behave in an appropriate and respectful manner. They move around the school in a calm and orderly way. They enjoy socialising with their peers at break and lunchtimes. In lessons, pupils show positive attitudes to their learning. They follow teachers’ instructions and focus on their work. Pupils feel safe and free from bullying and discrimination. They are safe at school. The school prepares pupils well for life in modern Britain. Pupils develop a respect for others and learn about the importance of contributing to wider society.

What the school should improve

• Leaders should ensure that teachers and other adults provide effective additional support for pupils with special educational needs and/or disabilities and for other pupils who face barriers to learning. They should ensure that this support enables pupils to access the curriculum and achieve well.
• Leaders should ensure that teachers check pupils’ understanding with greater rigour and consistency. They should ensure that teachers adapt their teaching to address pupils’ misconceptions and secure pupils’ knowledge and understanding.
• Leaders should make sure that children are well prepared for the transition from the early years to Year 1. They should ensure that children secure the basic knowledge they need more quickly, particularly with regard to writing.
• Leaders should ensure that teachers and other adults in early years develop children’s language and communication more effectively. They should ensure that children enjoy frequent high-quality interactions with staff.
• Leaders and governors should ensure that the actions they take to improve provision are implemented in a timely manner.

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