OFSTED inspectors who visited Victoria Road Primary School have rated it overall as ‘requiring improvement’.

This is despite the school being judged to be ‘good’ in inspection areas of behaviour and attitudes, personal development, leadership and management, and early years provision.

During their visit between February 25 and 26, inspectors rated the quality of education at the primary as ‘requiring improvement’.

They praised the school as being somewhere where pupils enjoy being, but stated that pupils are ‘not prepared well enough’ for the next stage of their education.

This is the first time the school has been inspected since joining The Aspire Educational Trust in April 2017.

In their report, inspectors Jackie Stillings and Ian Hardman said: “The school community benefits from being part of The Aspire Educational Trust, and in partnership with the trust, leaders are developing the curriculum so that more pupils achieve well.

“However, these improvements have not had enough impact on pupils’ attainment, particularly in key stage two.

“In 2019, the proportion of pupils who achieved the expected standard in reading, writing and mathematics was well below the national average.

“Pupils are not prepared well enough for the next stage of their education.

“The strong impact of leaders’ work is clear in subjects such as science, history and geography.

“In other subjects, such as art and design, leaders’ plans are not yet embedded. There are gaps in pupils’ learning.”

The report goes on to say: “Pupils enjoy their time at school, and the pupils who spoke to us said that everyone is accepted, happy and that they all get along ‘like a family’.

“All pupils, including those who are vulnerable or those who need emotional support, are well cared for by staff and leaders. This contributes to the positive relationships between adults and pupils.

“Pupils behave well. They said that bullying is rare, and when it does happen, pupils told us that teachers quickly resolve any issues.”

Praise was also given to the way that reading has a ‘high priority’ in the school, with a real focus on reading for pleasure, and how positively pupils speak about the support they receive, including with their mental health.

To improve, Ms Stillings and Mr Hardman add: “The mathematics curriculum is not coherently planned and understood by all staff, meaning that pupils have not developed their knowledge and skills to help them succeed in this subject, particularly in key stage two.

“Leaders should ensure that the long-term plans for each class fit together more seamlessly so that teachers better understand how to build on pupils’ prior learning.

“This will help to ensure that pupils’ attainment improves, and that they are better prepared for the next stage of their education.”