Otley Primary School

Inspection of Otley Primary School Chapel Road, Ipswich IP6 9NT

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 17 and 18 June 2025

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What is it like to attend this school?

Pupils enjoy attending this vibrant, welcoming and happy school. They are proud to be part of a close-knit, nurturing community where everyone is known and valued. Pupils trust the adults around them and feel safe. They know who to speak to if they are worried. The school’s approach of happy, safe learning shapes daily life and helps guide pupils to meet the school’s high expectations.

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What is it like to attend this school?

The school has high aspirations for every child. Pupils achieve well in reading, mathematics and across the wider curriculum. They leave Otley Primary well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils are polite and respectful. They behave well in lessons and around the school. Most pupils concentrate well and enjoy their learning. They show resilience and independence, especially when supported by the school’s well-understood ‘learning muscles’.

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What is it like to attend this school?

Pupils enjoy the extra opportunities provided by the school, such as sailing and visits to the owl sanctuary. They perform in musical activities and represent the school with pride. Pupils enjoy responsibilities, such as being school councillors and anti-bullying ambassadors. They value these roles and the difference they can make to the school community.

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

The school has implemented a well-planned and inclusive curriculum across all subjects. The knowledge that pupils need to learn is carefully sequenced so they build on what they already know. Teachers know what pupils should be learning. They use clear explanations and focused activities to help pupils make connections. They check effectively what pupils remember and use this to identify any gaps that need addressing. This helps ensure that pupils continue to develop secure knowledge over time.

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

Learning to read is a top priority. Pupils read books that match the sounds they have been taught. Those who need extra help are quickly identified and supported. Most pupils become confident, fluent readers who enjoy reading. They take part in regular story sessions and book-related activities. These include listening to a visiting storyteller at lunchtime, which develops a genuine love of reading and stories. There is a positive culture of reading throughout the school.

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

The school is working to improve pupils’ writing. Expectations for the quality and quantity of pupils’ written work are being raised across all year groups. In some classes, pupils do not consistently write with confidence. They do not routinely use their taught knowledge of spelling, grammar and handwriting accurately. This affects how clearly they express their ideas and write at length. Additionally, pupils do not have enough appropriate opportunities to apply their writing skills across different curriculum subjects. The school has begun to address these areas by refining its approach to teaching writing and ensuring that staff receive effective training and support to deliver this consistently. However, there is still some work to do. 17 and 18 June 2025

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Children in the early years get off to a strong start. Routines are well established, and children are encouraged to explore, ask questions and become increasingly independent. Relationships are warm and supportive. They help children to feel secure and ready to learn.

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The school provides effective support for pupils with special educational needs and/or disabilities (SEND). Staff identify pupils’ needs accurately and put tailored support in place. The school works well with parents and carers and outside agencies to plan appropriate help. Adaptations in the classroom ensure that pupils with SEND learn alongside their peers and make progress well. Staff understand how to support individual pupils effectively and know when to adjust their approach.

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Pupils behave well. They are respectful and considerate. Lessons are calm and focused. Pupils know what is expected of them and they respond positively to established routines and high standards. They enjoy taking part in lessons and show positive attitudes to learning.

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Pupils’ personal development is well supported. They learn about healthy relationships, respect for others and the importance of making good choices. Opportunities to take on leadership roles help pupils to develop confidence and a sense of responsibility. The school ensures pupils are increasingly well prepared for life in modern Britain.

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Leaders know the school’s strengths and priorities well. They have responded with resilience and determination to the significant disruption caused by the fire in late 2024. Despite the challenges of relocating to a temporary site, the school maintained its focus on pupils’ safety, well-being and learning. Governors know the school well. They offer the right balance of support and challenge to help the school continue improving. Staff feel valued. They are offered regular training and development. They feel that their workload and well-being are considered carefully when decisions are made.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In writing, teachers do not always check that pupils consistently apply the skills in the use of grammar, spelling and handwriting that they have been taught. As a result, the quality of pupils’ writing varies, and some do not write clearly or at length with confidence. The school should ensure that pupils are supported to use what they have learned in their writing lessons in practice so that their written work reflects the ambition of the curriculum. 17 and 18 June 2025

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 Across the wider curriculum, pupils do not have enough opportunities to practise and apply their writing skills. This limits their ability to develop stamina for writing and to use subject-specific language in different contexts. The school should ensure that pupils have regular and meaningful opportunities to write at length in subjects beyond English so they can embed their writing skills more securely.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 17 and 18 June 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 28 and 29 March 2023, under section 5 of the Education Act 2005

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Information about this school

 Otley Primary School is federated with Witnesham Primary School. The two schools share leadership, including the executive headteacher and governing body.  The school does not make use of any alternative provision.  The school has recently experienced a period of disruption due to a fire in December 2024, which required the pupils to relocate to the partner school for a period of one and a half terms. The pupils returned to the Otley site in June 2025.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 17 and 18 June 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors spoke to the executive headteacher, deputy executive headteachers, staff, pupils, subject leaders, inclusion support worker and special educational needs coordinator.  The lead inspector met with representatives from the school’s governing body, including the chair.  The lead inspector spoke with a representative from the local authority.  The inspectors carried out deep dives in these subjects: English, reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, they spoke to pupils to discuss their views about the school.  The inspectors considered the responses to the online survey, Ofsted Parent View, including free-text comments. They spoke to parents at the school gate. They also considered the responses to Ofsted’s survey for staff.

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Inspection team

Sonia Innes, lead inspector Ofsted Inspector

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Inspection team

Alastair Heath-Robinson Ofsted Inspector 17 and 18 June 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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