Witheridge Church of England Primary Academy

What Ofsted said

From the inspection on 13 January 2026

Staff greet pupils and their families warmly each morning, helping to create a welcoming start to the school day. School and trust leaders set high expectations for every pupil and foster a strongly inclusive culture. Staff know each pupil’s needs well. As a result, pupils with special educational needs and/or disabilities, or those who face barriers to learning, are identified quickly and receive personalised support that helps them achieve well. Pupils are kept safe. They behave well, and the school has a calm, purposeful atmosphere. Attendance is high, reflecting pupils’ enjoyment of school and their commitment to learning. There are no incidents of bullying. At lunchtime, pupils socialise happily, and younger children are helped to develop their independence skills, such as using knives and forks correctly. Pupils benefit from the school’s rural environment and the wide range of equipment and natural space available. These opportunities promote imaginative play, cooperation and safe risk-taking. Pupils enjoy being active outside and talk confidently about the rich range of outdoor experiences their school provides. They show positive attitudes to their learning and approach new challenges with enthusiasm. They speak enthusiastically about exploring the countryside around their school and taking part in hands-on learning in the natural environment. Pupils are kind and respectful towards one another. Older pupils take pride in their roles of responsibility and know they set an example for younger pupils. Pupil leaders support others to embody the school’s ethos of encouraging and building each other up. Children in the early years make a positive start. They form strong relationships and enjoy a broad range of activities with close adult support. Older pupils enjoy their learning and speak confidently about what they know. They have positive attitudes to their schoolwork and are well prepared for the next stage of their education.

What the school should improve

• Leaders should ensure that all staff receive the professional development they need to check pupils’ learning effectively and identify and correct misconceptions, so teachers can adjust lessons to help pupils build securely on prior learning. • Leaders should improve the quality of activities provided during periods when children explore and play independently so that these consistently support learning and enable staff to extend children’s thinking through purposeful interactions.

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