Hugo Meynell CofE (VC) Primary School

Inspection of Hugo Meynell CofE (VC) Primary School Eccleshall Road, Loggerheads, Market Drayton, Shropshire TF9 4NU

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Good 8 and 9 July 2025

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What is it like to attend this school?

Hugo Meynell is a caring school. Strong relationships between staff and pupils create an environment where pupils feel safe and happy. Parents and carers appreciate the way the school helps their children to flourish.

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What is it like to attend this school?

The school’s expectations of pupils are high. Pupils respond to these expectations with determination. They become confident individuals who are happy to talk about their learning. By the end of Year 6, pupils achieve well and are well prepared for their secondary education.

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What is it like to attend this school?

Pupils’ exceptional behaviour helps to create a harmonious environment. They strive to live out the school’s values of respect, fairness, resilience, forgiveness, honesty, love and care. In the playground, pupils share equipment. They also sit and chat with friends or relax in the spiritual garden.

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What is it like to attend this school?

Pupils are proud to contribute to the life of the school. One pupil representing the views of many said, ‘We have eight years to make a difference.’ The school council raise funds that lead to playground improvements, while the eco-council promotes sustainability. Pupils enjoy learning to play instruments. They eagerly take part in lots of clubs and enrichment activities, including boogie bounce, jujitsu, tennis and drawing. Opportunities for pupils to visit historical places, the seaside and different cities enrich their learning.

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

The curriculum is ambitious and engaging. There are plenty of opportunities for pupils to learn through first-hand experiences. For example, in history, Year 6 pupils researched, organised and hosted a Second World War-themed afternoon tea for parents. In the Nursery, children learned to make a tally chart of the bugs they saw during their nature walk.

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

Pupils achieve well by the time they leave the school. What pupils learn from early years to Year 6 has been identified clearly. Teachers design activities that help pupils build their knowledge securely. Teachers also check pupils’ understanding of new ideas so that any misconceptions can be addressed quickly. Occasionally, in a few subjects, the activities do not link closely enough to what pupils are expected to learn. When this happens, pupils do not make the progress they should.

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

Pupils become fluent and expressive readers. Children begin learning the sounds that letters make as soon as they start school. Pupils who need extra help with their reading receive the support they need to keep up with the phonics programme. ‘Reading cafés’ and storytelling sessions help to instil a love of books. Pupils enjoy reading a wide range of texts.

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

Children in the early years make impressive gains with their writing. They learn correct pencil grip and letter formation while recording their ideas. However, in some year groups, 8 and 9 July 2025

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the teaching of writing is variable. Some pupils’ understanding of grammar, punctuation, spelling, handwriting and editing is not secure. This hinders their ability to write well.

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The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) quickly. It works well with parents and external agencies to meet pupils’ learning and developmental needs. In classrooms, pupils have full access to the curriculum. This is because the curriculum is suitably adapted. Over time, pupils with SEND achieve well.

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Pupils’ behaviour in lessons and around school is exemplary. They listen carefully, cooperate and work hard. Regardless of age, pupils show maturity when interacting with their classmates and staff. On the rare occasions when pupils do not meet the school’s high expectations for behaviour, staff intervene quickly and with sensitivity. Pupils want to come to school and attend regularly.

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Provision for pupils’ personal development is at the heart of the school’s work. School leaders have established a comprehensive programme that enriches pupils’ learning and develops their character. By becoming play leaders, school councillors, or acting as the headteacher’s personal assistant, pupils develop a sense of responsibility. Pupils learn to respect different faiths and cultures. They understand the importance of looking after their mental health and staying healthy. Pupils learn to keep safe and know how to stay safe, including online. They are proud to raise money for charity and support the local food pantry.

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Leaders and governors have a clear and shared vision for the school. They are committed to continually improving the school and ensuring all pupils thrive. Governors offer appropriate support and challenge. They make sure the school has the right support to keep improving. Overall, staff say the school takes into account their workload and well- being, and they feel valued. Many parents have a positive view of the school. They appreciate the impact that leaders and staff have on their child’s learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, there are inconsistencies in how well the curriculum is implemented. As a result, some pupils’ learning is variable and their knowledge is not always deepening over time. The school should ensure that the activities teachers use precisely support pupils to learn the intended knowledge and skills.  The school’s approach to teaching writing is not having the impact it should. This results in some pupils making errors with grammar, punctuation, spelling, handwriting and editing. The school should make sure that pupils secure these fundamental skills 8 and 9 July 2025

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so they can produce high-quality writing.

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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). 8 and 9 July 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 4 and 5 October 2023, under section 8 of the Education Act 2005.

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Information about this school

 The school is part of the Church of England Diocese of Lichfield. The school’s section 48 inspection was carried out in May 2025. The school’s next section 48 inspection will be within eight years of the previous inspection.  The school does not currently use any alternative provision.  The school provides a before- and after-school club.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 8 and 9 July 2025

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 The 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 met with the headteacher, the deputy headteacher, other leaders, a group of teachers and the school bursar.  The lead inspector met with the chair of the governing body and three other governors.  The lead inspector had a telephone conversation with a representative from the local authority and a representative from the diocese.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and geography. 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.  Inspectors also held discussions about the curriculum in some other subjects and looked at samples of pupils’ work.

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 The lead inspector listened to some pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single 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 spoke with groups of pupils and observed their behaviour at breaktime and lunchtime.  Inspectors met with staff and considered the responses to Ofsted’s staff survey.  Inspectors considered the views expressed through Ofsted Parent View, including the free-text responses. An inspector also met with some parents at the start of the first day of the inspection.

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Inspection team

Usha Devi, lead inspector His Majesty’s Inspector

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Inspection team

Gill Turner Ofsted Inspector 8 and 9 July 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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