Schools & FE · Report card

St Leonard's CofE Primary School

Inspected 17 Mar 2026 · published 12 Jun 2026 · URN 145221

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Summary

No overall grade in this frameworkSafeguarding met

Su Plant (lead), Amarjit Cheema, Sam Cosgrove

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
Expected 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
17 Mar 2026
Inspectors verified
Amarjit Cheema, Sam Cosgrove, Su Plant
Postcode verified
WV16 4HL
Name on report verified
St Leonard's CofE Primary School
Safeguarding verified
Met
URN verified
145221

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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 yearsExpected
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.

+88Very positivemore positive than 85% of reports of this type

Reads more warmly than most reports of this type.

Praiseconfidentpositiveambitiousstrongwell preparedeffectivefeel safewarm

Criticismconcernsgapsnot consistentlyabsence

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

Findings1655w+89
Leadership245w+88
Safeguarding51w−11
What needs to improve63w+58

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.

Anatomy of the report

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

Pages: 16
Words of findings: 2,011; about usual (typical 1698)
Reading level: Hard; Flesch 44, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

St Leonard's CofE Primary School

Address: Innage Lane, Bridgnorth, Shropshire, WV16 4HL Unique reference number (URN): 145221

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

Achievement Expected standard

In this happy and productive school, pupils make progress as they move through year groups. They build knowledge logically and clearly. Generally, staff teach pupils essential skills well and make sure that pupils receive any support they need to catch up. This means that any gaps in pupils' knowledge close quickly.

p.2

Achievement Expected standard

In early reading, very effective phonics teaching helps children gain confidence and fluency. Pupils with special educational needs and/or disabilities and those who are disadvantaged benefit from carefully planned help that removes barriers and enables them to succeed. Pupils' achievement in reading, writing and mathematics is in line with the national average.

p.2

Achievement Expected standard

Leaders prioritise pupils' communication skills from the start. This helps pupils build subject- specific vocabulary and understanding across the wider curriculum. This means that, by the time they leave school, most are confident, independent learners. In many subjects, pupils talk confidently about what they have learned. As a result, pupils are well prepared for their next steps in education.

p.2

Attendance and behaviour Expected standard

Leaders' work has supported attendance rates to improve. They analyse attendance patterns and trends closely to identify reasons why pupils may not attend school quickly. This includes pupils with medical needs and those eligible for free school meals. Regular tracking and consistent communication with families enable swift intervention. This is strengthened by robust systems to check that pupils are safe and by effective collaboration with external agencies.

p.2

Attendance and behaviour Expected standard

When absence is linked to pupils' special educational needs and/or disabilities or health needs, leaders make thoughtful adjustments to their approach. They maintain regular contact with absent pupils so that pupils continue to feel a sense of belonging.

p.2

Attendance and behaviour Expected standard

Leaders have created a calm, positive environment where relationships are warm and supportive. Across the school, pupils generally behave well. Staff training helps adults to model positive behaviour and support pupils to regulate their emotions. Leaders also make thoughtful adjustments during less structured times of the school day for pupils where necessary. This ensures that all pupils can successfully socialise and express their feelings.

p.2

Attendance and behaviour Expected standard

When concerns arise, leaders respond promptly, addressing issues such as bullying or discriminatory behaviour through whole-school approaches. Pupils feel safe and confident that adults will help them. Leaders continue to refine consistency so that behaviour systems are applied reliably across the school.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of how well the curriculum and teaching work across the school. They know what needs to improve and are taking effective steps to make this happen. Leaders have ensured that the curriculum is well planned, ambitious and carefully sequenced.

p.2

Curriculum and teaching Expected standard

Leaders prioritise reading from the very start of the Reception Year. All pupils, including those with special educational needs and/or disabilities, receive effective support to develop early reading skills. The phonics programme is taught well because staff have the training and subject knowledge that they need. Pupils practise reading books that match the sounds they know, helping them to become confident and fluent readers.

p.3

Curriculum and teaching Expected standard

Teachers benefit from training and support that strengthen their subject knowledge. This helps them to deliver the curriculum with greater confidence and clarity. Staff know pupils well and usually make appropriate adjustments for those who face barriers to their learning. Targeted support helps pupils who need to secure key skills to catch up quickly, enabling most to participate successfully in lessons and make steady progress. However, teachers' explanations, use of resources to aid learning and checks on pupils' understanding are not used consistently. This means that sometimes pupils do not receive the support they need at the right time.

p.3

Early years Expected standard

Leaders prioritise the early years. Staff build warm, purposeful relationships with children. They use talk, questioning and shared vocabulary to help them develop strong language skills. Children take part in routines such as 'snack and chat' and small-group discussions, which encourage independence, communication and confidence.

p.3

Early years Expected standard

The well-planned curriculum is carefully sequenced from Nursery to Reception. It emphasises communication and language. Staff use high-quality texts and structure their questions when speaking with children, so children learn and use new words in meaningful ways. Opportunities for problem-solving, creativity and outdoor learning help children to build knowledge steadily across all areas of learning.

p.3

Early years Expected standard

From the start of Reception, children learn phonics daily and increasingly apply their knowledge to read unfamiliar words and develop early writing skills. Staff provide varied opportunities for children to practise new learning. This helps them consolidate key skills through well-planned activities. The majority of children meet or exceed expectations by the end of Reception.

p.3

Early years Expected standard

Children are well prepared for Year 1. Leaders use early assessments, same-day support and strong links with parents and carers to further support children's learning. Staff visit early years classrooms and hold discussions with Reception teachers to help children feel secure and confident as they move from Reception to Year 1.

p.3

Inclusion Expected standard

Leaders ensure that every child feels understood and supported. Staff use teacher observations, assessments and regular conversations with families to identify pupils' individual needs early. This includes pupils with special educational needs and/or disabilities, those who are disadvantaged and pupils who are known or previously known to children's social care. Leaders make sure that barriers to pupils' learning and wellbeing are reduced through well- planned support, reasonable adjustments and a focus on high-quality teaching. Staff use strategies in and beyond the classroom, such as emotion coaching and extra resources, to help pupils stay engaged and learn successfully.

p.3

Inclusion Expected standard

Leaders closely track pupils' progress and check that interventions are making a difference. They use data, pupil voice and ongoing reviews to shape next steps. Staff receive purposeful training on how to adapt learning and take account of pupils' personal circumstances to support pupils with additional needs effectively. Leaders work in partnership with families, external professionals and the virtual school so that pupils' needs and aspirations are clearly understood.

p.4

Inclusion Expected standard

Funding to support pupils experiencing disadvantage removes barriers to their learning and broadens their access to opportunities. These actions enable pupils to be fully included in all aspects of school life. Leaders ensure that pupils who are looked after have their voices heard and receive the support that they need to succeed.

p.4

Leadership and governance Expected standard

Leaders place pupils at the heart of all decisions. They know the school very well and have a clear understanding of its context. They recognise the school's strengths and accurately identify areas to improve. They think carefully about how and when these improvements should be made. Pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to social care, are carefully considered during decision-making.

p.4

Leadership and governance Expected standard

Leaders, from within the school and the trust, share a clear and ambitious vision for the school. This is rooted in a strong understanding of its strengths and areas for development. Governors and trustees value the school's contribution to the wider community. They use detailed information to challenge and support leaders effectively, while thoughtfully considering their workload and wellbeing. There is clear evidence that the leaders' vision has a positive impact across all areas of school life.

p.4

Leadership and governance Expected standard

Staff professional learning is thoughtful, tailored and effective. It is rooted in evidence and good practice. Leaders make the most of opportunities for professional development offered by the trust. This means that staff, including those teachers who are new to the profession, develop the expertise needed to teach the curriculum effectively.

p.4

Leadership and governance Expected standard

Staff are overwhelmingly positive about the school. Leaders ensure that staff's wellbeing and workload are taken into careful consideration. The school works closely with parents, carers and a wide range of external agencies to aid school improvement. They agree that the school's work enables pupils to succeed and achieve.

p.4

Personal development and wellbeing Expected standard

Leaders provide a well-designed and ambitious programme for pupils' personal development. Through various activities and planned opportunities for discussion, pupils learn to reflect on their own beliefs, consider different viewpoints and engage thoughtfully with moral and ethical issues. This helps them to develop a secure understanding of right and wrong.

p.4

Personal development and wellbeing Expected standard

Pupils' social development is well embedded. Staff model positive relationships and consistent approaches to cooperation and conflict resolution. As a result, pupils work well together and show respect for others. The school offers a broad range of clubs that cater for sporting, creative and community interests. Pupils speak positively about the variety available and the way these clubs help them to explore talents and build confidence. Leaders monitor participation closely, ensuring that pupils experiencing disadvantage and those who may be vulnerable have equal access to experiences beyond the curriculum. Pupils engage in activities such as film production, litter picking, artwork for community events and supporting the local food bank. These help pupils to develop a sense of belonging and social responsibility.

p.5

Personal development and wellbeing Expected standard

Leadership roles, including playground buddies and the TrustEd Pupil Parliament, provide pupils with meaningful responsibilities. These opportunities help pupils to understand democratic processes and practise teamwork, developing their understanding of fundamental British values. Pupils take part in a wide range of extra-curricular clubs, school- and trust-organised activities and educational visits that enrich their lives.

p.5

Personal development and wellbeing Expected standard

The taught personal development curriculum is well structured and age-appropriate. It supports pupils' understanding of healthy relationships, emotional wellbeing and the risks that they may face offline. The school regularly gathers parents' views on the curriculum, which builds transparency and trust. Pupils' knowledge of online safety is reinforced through workshops for pupils and families. Pupils learn about different beliefs and traditions and benefit from links with a school overseas, broadening their understanding of modern Britain and the wider world. This programme also helps to develop confident, thoughtful and respectful pupils who are well prepared for their next steps.

p.5