Schools & FE · Report card

Kirby Muxloe Primary School

Inspected 3 Mar 2026 · published 22 May 2026 · URN 140315

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Summary

No overall grade in this frameworkSafeguarding met

Tracy Duffy (lead), George Huthart, Priya Saujani, Steve Tague

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
3 Mar 2026
Inspectors verified
George Huthart, Priya Saujani, Steve Tague, Tracy Duffy
Postcode verified
LE9 2AA
Name on report verified
Kirby Muxloe Primary School
Safeguarding verified
Met
URN verified
140315

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsStrong
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 48% of reports of this type

In line with other reports of this type.

Praiseenjoystronghigh-qualityeffectivelyhigh expectationsfeel safeeffectivepositive

Criticismconcernspoornot alwaystoo manynot yetstruggle

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1413w+71
Leadership227w+85
Safeguarding51w−11
What needs to improve57w−11

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance32
“Leaders have successfully introduced a new approach to early writing to support pupils to become confident and enthusiastic writers with increased accuracy and fluency.” p.3
Curriculum13
“Leaders have high expectations and ensure that pupils with additional needs can learn the curriculum in class, alongside their peers.” p.3
Teaching & assessment8
“Typically, teachers have secure subject knowledge to teach confidently across the curriculum.” p.3
Reading & phonics7
“Younger pupils secure strong early reading knowledge.” p.2
SEND & inclusion5
“This is effective for pupils with special educational needs and/or disabilities.” p.3
Behaviour5
“Leaders respond promptly to any incidents of poor behaviour.” p.3
Attendance5
“Leaders monitor attendance closely and act swiftly when concerns arise.” p.2
Personal development5
“They speak with enthusiasm about lessons, clubs, performances and trips.” p.5

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,739; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 48%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 40%

Full report text

Kirby Muxloe Primary School

Address: Barwell Road, Kirby Muxloe, Leicester, Leicestershire, LE9 2AA Unique reference number (URN): 140315

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Early years Strong standard

Children get off to an excellent start in Reception. The curriculum is ambitious and builds carefully on what children already know. Staff teach the curriculum consistently well. Reading is a clear priority from the start. Children quickly grow in confidence as they learn to form letters correctly and apply their knowledge of letter sounds. They enjoy an array of interesting books that spark their imaginations. They enjoy reading on their own or with a friend in the book corner.

p.2

Early years Strong standard

Staff form warm and supportive relationships with children. They help children develop strong language skills by using ambitious vocabulary in simple and natural ways.

p.2

Early years Strong standard

Children explore the well-designed learning environment with confidence. They work together, solve problems and show perseverance. They enjoy practical tasks, such as sorting the right food for herbivore dinosaurs.

p.2

Early years Strong standard

Carefully chosen resources help children develop strength and control in their hands. This supports their use of scissors and helps them to hold a pencil correctly. Children enjoy writing. They know they are improving and feel proud as they write simple sentences and captions about favourite characters, settings and stories.

p.2

Early years Strong standard

The school works closely with parents and carers. Staff understand children’s needs and adapt the curriculum when needed. Children are very well prepared for Year 1.

p.2

Achievement Expected standard

Pupils, including those who are disadvantaged, typically achieve well over time. The proportion of pupils reaching the expected standard in reading, writing and mathematics at the end of key stage 2 is consistently above national average. Younger pupils secure strong early reading knowledge. As a result, a high proportion of pupils pass the phonics checks in Year 1. Pupils are well prepared for the next stage of their education.

p.2

Achievement Expected standard

On the whole, pupils learn the essential knowledge they need in subjects across the wider curriculum. They build upon their previous learning in subjects such as science and art. This helps them to make links and connections to their learning and remember new concepts with increasing confidence. Pupils generally produce high-quality work across many subjects. For example, art sketch books demonstrate how pupils develop pencil skills over several lessons to give tone and texture to a final well-considered piece of work.

p.2

Attendance and behaviour Expected standard

Most pupils, including those who are disadvantaged, attend school regularly. Pupils attend school well because they feel a strong sense of belonging and enjoy their learning. Pupils generally arrive punctually, which helps them to settle quickly into lessons. A small number of pupils receive additional support to help them settle into school in the mornings. This works well. Leaders monitor attendance closely and act swiftly when concerns arise. Their recent work with families to improve the attendance of a group of pupils who were missing too many days in school has been effective. Leaders know there is work to do to sustain this.

p.2

Attendance and behaviour Expected standard

Leaders have created a calm and orderly environment. Staff apply behaviour policies consistently. Pupils generally show positive attitudes in lessons and take part in their learning with enthusiasm. Pupils trust staff and feel confident to seek help if they are worried. Leaders respond promptly to any incidents of poor behaviour. At social times, pupils play happily together. They enjoy a wide variety of games and readily let others join in. Pupils know that bullying is not tolerated and that staff help them with any concerns quickly. This helps them to feel safe.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching across the school. They have ensured that pupils learn a broad and ambitious curriculum. They have carefully planned the knowledge that they want pupils to learn over time. Staff know and use pupils' starting points to make adjustments to what and how they teach. This is effective for pupils with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

Typically, teachers have secure subject knowledge to teach confidently across the curriculum. Overall, teachers use assessment well to check pupils’ understanding and address misconceptions. They generally choose appropriate resources, activities and questions that build on pupils' knowledge and prior learning. In most lessons pupils engage well with the learning and listen carefully. However, this is not always the case. Leaders have recently provided further guidance to support teachers to deliver lessons well across all subjects and phases. This is not yet fully embedded.

p.3

Curriculum and teaching Expected standard

Leaders prioritise ensuring that pupils gain a secure foundation in reading, writing, speaking and mathematics. Teachers teach reading well. They support pupils effectively to learn the key skills that they need. Pupils who struggle receive the help they need to catch up quickly. Leaders have successfully introduced a new approach to early writing to support pupils to become confident and enthusiastic writers with increased accuracy and fluency.

p.3

Inclusion Expected standard

This school is inclusive and every pupil feels valued. Leaders have clear knowledge of pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known or previously known to social care. Staff work closely with parents and professionals to identify pupils’ needs promptly and accurately. This ensures that pupils’ barriers to learning and wellbeing are quickly addressed.

p.3

Inclusion Expected standard

Staff support pupils who are vulnerable. They use a range of strategies. For example, staff check in with pupils at the start of the day to ease the transition from home to learning time. This helps pupils to start the day ready to learn. Leaders have high expectations and ensure that pupils with additional needs can learn the curriculum in class, alongside their peers. Support is carefully tailored to individual needs. Leaders provide a wide range of training for staff so that they are skilled to support pupils with SEND. Leaders monitor pupils' progress closely and make necessary adjustments such as providing targeted interventions that help pupils to catch up when needed.

p.3

Inclusion Expected standard

Additional funding is used effectively to remove pupils’ barriers to learning. Leaders use approaches based on research to inform their use of spending. Disadvantaged pupils and pupils who are known, or previously known, to social care, benefit from sensitive and tailored support.

p.4

Leadership and governance Expected standard

Leaders, including governors, share an ambitious vision to ensure a high-quality education for all pupils. They communicate this vision effectively with stakeholders. Leaders draw on a wide range of information to help them understand how well the school is working for pupils. As a result, they know the school’s many strengths, as well as where it needs to develop even further. This helps leaders to decide on appropriate priorities for improvement.

p.4

Leadership and governance Expected standard

Trustees carry out their roles effectively and fulfil all statutory responsibilities. They know the school well and visits enable them to better understand what leaders are telling them. This strengthens their ability to support and challenge leaders, for example, testing leaders’ work to improve attendance. Trustees ensure that leaders make decisions in the best interests of pupils.

p.4

Leadership and governance Expected standard

Leaders model high expectations. They provide staff with a high-quality professional learning programme. As a result, staff are well equipped to carry out their roles, this includes teachers who are new to the profession. For example, staff have taken part in research projects to understand the best ways to support pupils to learn. Leaders are reflective and engage with networks, other schools and professionals in their pursuit of continuous improvement.

p.4

Leadership and governance Expected standard

Leaders act to reduce the workload of staff. Staff appreciate this and leaders' support for their wellbeing. They feel valued and are unanimously proud to work at the school.

p.4