Wingrove Primary School

What Ofsted said

From the inspection on 17 March 2026

Pupils feel a sense of belonging. They are known, valued and included. Pupils are warmly welcomed by name when they arrive each day. Staff care about their wellbeing. Pupils are enthusiastic about their learning and are inspired by a rich, engaging curriculum. By the end of key stage 2, pupils typically achieve well and develop the knowledge and skills they need for secondary school. This includes those who have special educational needs and/or disabilities (SEND) and those who are disadvantaged. However, too many younger pupils do not secure the basic skills and knowledge in reading and writing quickly enough. Children in the early years develop confidence and engage well with adults, who support them effectively. Children are enthusiastic about their learning and work well together. For example, they worked collaboratively to build a large and complex hotel out of blocks. Pupils enjoy school and attend well. They generally behave well inside and outside of the classroom. Pupils love playtimes because everyone is kind and plays well together. On the rare occasions bullying occurs, leaders deal with it immediately. Pupils are generally prepared for life beyond school. They demonstrate tolerance and mutual respect. Pupils understand that laws and rules are in place to keep people safe. They are involved in making improvements to the school and actively engage in democratic processes. While pupils understand how to stay safe online, they are not as clear about the importance of seeking permission and the concept of consent. Leaders work hard to identify the barriers pupils might face, particularly their social, emotional and physical needs, including pupils with SEND, those who are disadvantaged and those known or previously known to social care. The school provides a wide range of activities and events that enrich and deepen their learning. Educational visits and the forest school bring learning to life.

What the school should improve

• Leaders at all levels need to ensure actions are sharply focused to further improve outcomes in early years and phonics.
• Leaders need to ensure that all staff implement a consistent approach to improving pupils' handwriting, so that letters are formed correctly and pupils join up their writing as they progress through school.
• Leaders need to refine assessment, in lessons and over time, to precisely identify where pupils have gaps in their knowledge so that these can be quickly addressed.

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