Primley Wood Primary School

Highlights from Latest Inspection

Outcome

Primley Wood Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Seetle Kaur. This school is part of Nishkam Schools Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Brinder Singh Mahon, and overseen by a board of trustees, chaired by Sarah Evans.

What is it like to attend this school?

Pupils are proud of their school. They consistently follow the school's values and virtues, that shape their learning and behaviour. The school has developed a strong sense of community, where pupils ...are safe, valued and included.

Pupils thrive in the welcoming and supportive environment of the school. Staff have high aspirations for pupils' achievement. Pupils achieve well.

Pupils are keen to learn and respond well in lessons. The school values diversity Pupils understand equality and treat each other with respect.

Pupils are polite and kind.

Clear routines create a calm and supportive environment where behaviour is positive. Rewards are consistently awarded to reinforce positive behaviour, linking it to the school' values and virtues such as patience and peacefulness. Pupils play well together outside, engaging positively with each other.

The school offers a wide range of opportunities for personal development. Themed days and community projects, such as writing to care home residents, broaden pupils' experiences. They celebrate different faiths through events like Easter, Eid, and Passover.

The school offers regular events to involve parents.

Pupils value their leadership roles such as school councillors, subject leaders, and anti-bullying ambassadors. Links with local high schools help pupils prepare for their next steps.

Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils receive tailored support, ensuring they fully participate in all aspects of school life.

What does the school do well and what does it need to do better?

The school, with the support of the trust, has improved many aspects of the curriculum. The curriculum is well structured from Nursery to Year 6, so that pupils build knowledge over time.

The school prioritises language and communication development for pupils including those with SEND. Teaching subject-specific vocabulary and developing oracy are key features in lessons. Pupils engage in discussions, role-play and use visual resources to support understanding and build interest.

This helps the many pupils who join the school throughout the year and pupils who speak English as an additional language achieve well from their starting points.

Pupils remember their learning well. Lessons are effectively structured to connect learning.

Teachers demonstrate activities to enable pupils to learn independently. They make regular and ongoing checks on pupils' learning. Teachers identify the needs of pupils accurately including those with SEND.

Teachers adapt their teaching to address any gaps in learning or misconceptions. However, there are occasions when their choice of activities do not support pupils to learn the key knowledge as effectively as they could. This limits pupils' understanding of the content and how to apply their learning effectively.

Reading is a priority in school. Phonics teaching starts in Nursery with songs and rhymes. This develops into structured lessons in Reception and Year 1 where pupils learn to read sounds and build words.

Pupils read books that match the sounds that they know. Adults support reading consistently by teaching pupils how to decode and blend words precisely. Staff ensure pupils learn to read fluently and build their reading comprehension effectively.

For older pupils, reading lessons focus on how to deepen their understanding of texts and read with expression and confidence. The writing curriculum follows a clear process that includes planning, drafting and editing. Pupils expand their vocabulary through discussions and when editing their writing.

Handwriting is taught consistently well and pupils meet the high expectations for presentation in their books.

Children in the early years learn effectively through play, stories and hands-on activities. The curriculum helps children explore learning indoors and outdoors, as well as build their language, social and physical skills.

Staff support them to expand their vocabulary and build confidence. Role play and creative tasks encourage curiosity and problem-solving. Communication, language and mathematics are integral to daily activities, giving children the foundations for future learning.

The school has carefully considered the provision for pupils' personal development. Pupils' learning is enriched by educational visits, including residentials, where they build their skills of determination and teamwork. Pupils develop their talents and interests.

Pupils experience a wide range of clubs, including bhangra dancing, oracy and debate club. They participate in sporting events, competitions and school performances. Pupils understand the school's virtues well and think about them when treating others kindly.

They enjoy recognition for displaying the school's virtues in weekly celebration assemblies.The support from the trust has had a positive impact on the development of the school. Leaders and the trust have the expertise to develop the school further.

Many staff are positive about working at the school. They welcome the changes that have been made to the curriculum and the behaviour policy. They collaborate well as a team and provide each other with mutual support.

However, some staff do not feel fully supported in bringing about further improvements. This is impacting on staff morale.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects in the wider curriculum, the tasks and activities do not always meet the intended learning outcome. This means that pupils do not always gain a deeper understanding in their learning. The school should support teachers to identify the most appropriate activities that meet the intended learning and outcomes.

• Some staff have raised concerns around the pace of change since the school joined the multi academy trust. This means that some staff do not feel well supported with their workload and well-being. The school should continue to engage with staff to understand their views so that workload and well-being is well considered when further changes are made.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the predecessor school, Khalsa Science Academy to be good December 2019.