Wren Park Primary School

What Ofsted said

From the inspection on 6 May 2026

Wren Park Primary School expects all pupils to be respectful, ambitious and resilient. Typically, pupils do their best to live up to these expectations. They value the recognition that they receive for demonstrating them. Pupils feel safe. They know who to turn to if they have a worry or concern. The school’s safeguarding procedures have been strengthened significantly since the last inspection. These are now robust and fit for purpose. Pupils behave well. Around school, they are courteous and polite. They typically pay good attention in lessons. They support one another. However, the school’s systems for identifying and tackling incidents of low-level behaviour concerns are not robust enough. As a result, some incidents are not captured or followed up effectively. In addition, the school’s anti-bullying policy is not consistently understood or applied. Pupils enjoy learning. The school’s ‘inclusion team’ ensures that all groups of pupils receive the support they need to thrive both academically and personally. The school is inclusive. Pupils achieve well. They typically remember what they have learned. Achievement is better than it was at the last inspection. As such, pupils are now prepared well for the next stage of their education. This is reflected in the positive outcomes in national assessments at the end of key stage 2. Pupils are well prepared for life in modern Britain. They learn about a wide range of people, places and cultures from around the world. They understand that everyone should be treated fairly. They know what discrimination is and how it can be challenged. Pupils have an age-appropriate understanding of the characteristics protected by law and of fundamental British values. The school provides a broad range of activities that enrich and enhance the curriculum. It makes sure that all pupils can access these. Overall, pupils attend school regularly. However, the attendance of disadvantaged pupils and those with special educational needs and/or disabilities remains too low.

What the school should improve

• Leaders should continue their work to improve the attendance of disadvantaged pupils and those with special educational needs and/or disabilities so that it is closer to that found nationally.
• The school should ensure that its behaviour policy makes clear how teachers will identify, address and record incidents of low-level poor behaviour.
• Leaders should ensure that the pupil premium strategy makes clear how the actions it takes will be evaluated.
• Leaders should ensure that their plans for improvement make clear the actions that will be taken, by whom and when. They should also set out how success will be measured.
• The school should ensure that teachers consistently check how well pupils are getting on in lessons so that misconceptions are identified and addressed with increased consistency.
• The school should ensure that it continues to develop its work with parents and carers and respond to feedback so that a greater proportion view the school in a more positive light.

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