Schools & FE · Report card

St Edward's CofE Primary School

Inspected 9 Jun 2026 · published 16 Jul 2026 · URN 145300

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Summary

No overall grade in this frameworkSafeguarding met

Emma Titchener (lead), Madeleine Griffin

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
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
9 Jun 2026
Inspectors verified
Emma Titchener, Madeleine Griffin
Postcode verified
SY5 7JL
Name on report verified
St Edward's CofE Primary School
Safeguarding verified
Met
URN verified
145300

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
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.

+61Positivemore positive than 30% of reports of this type

In line with other reports of this type.

Praisehigh expectationspositivewell plannedeffectivelycleareffectivefeel safesuccessfully

Criticismgapsconcernsinconsistenciespersistent absencevariablesuspensions

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

Findings1266w+60
Leadership198w+82
Safeguarding51w−11
What needs to improve48w+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.

Anatomy of the report

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

Pages: 15
Words of findings: 1,560; about usual (typical 1698)
Reading level: Hard; Flesch 49, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 12%; “some”, “not always”, “most”…

Where the words go

Findings 46%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 44%

Full report text

St Edward's CofE Primary School

Address: Church Road, Dorrington, Shrewsbury, Shropshire, SY5 7JL Unique reference number (URN): 145300

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

Attendance and behaviour Expected standard

Leaders have a clear understanding of, and a strategic approach to, supporting regular attendance. Staff work closely with pupils and their families to make attendance expectations clear. Pastoral approaches to supporting regular attendance work successfully. Many pupils attend school regularly, and persistent absence has decreased over time.

p.2

Attendance and behaviour Expected standard

Since recently joining the school, leaders have established high expectations for how pupils should behave. Staff maintain these high expectations. Rules and routines are now well established. Relationships between staff and pupils are positive. Staff act as positive role models. Pupils know, understand and follow the school rules and routines. They behave well, and the school's environment is calm and safe, both inside and outside the classroom. In lessons, pupils listen carefully and follow instructions. During lunchtimes and playtimes, pupils participate in purposeful play and cooperate well with one another. Older pupils provide positive role models for the youngest children, often supporting them with games and activities.

p.2

Attendance and behaviour Expected standard

Pupils know that staff will deal with any problems that arise, such as unkind behaviour or bullying, although this is uncommon. Suspensions are used appropriately.

p.2

Early years Expected standard

Leaders have placed an emphasis on early years provision that is regularly reviewed and improved. Leaders possess a clear vision for what needs to improve further and are taking timely and appropriate action to address these areas. This clear vision for the early years is understood and implemented by staff.

p.2

Early years Expected standard

The curriculum is well planned and appropriately sequenced with a clear focus on what children need to learn and when. Staff have the right subject knowledge required to teach the curriculum effectively.

p.2

Early years Expected standard

Professional learning supports staff effectively in developing children's vocabulary through high quality interactions. Children's starting points are considered carefully, and most gaps in learning are quickly identified and addressed.

p.2

Early years Expected standard

Work to ensure that the early years curriculum prepares pupils well for their next stage is having a positive impact. For example, children develop their fine motor skills through manipulating large and small objects and through, for example, playing in the outdoor area mud kitchen, turning on outdoor taps and mixing mud in bowls.

p.2

Early years Expected standard

Phonics is prioritised and taught well, enabling children to develop early reading and communication skills. Overall, children make appropriate progress from their individual starting points.

p.2

Inclusion Expected standard

Leaders ensure that pupils' needs are identified quickly and accurately, including disadvantaged pupils, those with special educational needs and/or disabilities and pupils known (or previously known) to social care. They maintain high expectations for all vulnerable learners. Leaders ensure that support is targeted and effective in reducing barriers to learning. Where necessary, leaders actively seek and apply external specialist advice.

p.3

Inclusion Expected standard

A well-embedded graduated approach underpins the school’s inclusive practice. Pupils’ needs are met through a combination of carefully planned support and ongoing assessments to check that learning is secured. Staff receive relevant training to enable them to adapt teaching, use resources effectively and implement strategies that meet a wide range of needs. Leaders demonstrate a secure and informed understanding of individual pupils, allowing them to respond proactively and adjust provision where required.

p.3

Inclusion Expected standard

The pupil premium strategy identifies key barriers faced by disadvantaged pupils. The actions taken are closely matched to these challenges. Staff are aware of the strategy and play an active role in implementing it, ensuring that support is typically aligned with the school's inclusive vision.

p.3

Leadership and governance Expected standard

Leaders have quickly got to know the school well since recently joining the school. They understand the school’s context and have a clear vision and high expectations for how well pupils should achieve. Leaders know what is working well and what needs to be improved on. Actions taken are strategic, well planned and targeted to improve the work of the school. Leaders have already identified aspects of the curriculum, teaching and achievement that require further improvement. Actions taken are appropriate, and some positive impact is evident.

p.3

Leadership and governance Expected standard

Trustees and members of the local governing board (LGB) know their roles and uphold their statutory responsibilities. They are knowledgeable about the work of the school. They know what is working well and what aspects need further improvement. Trustees and members of the LGB fully support and challenge the work of the school. They make appropriate checks on how leaders manage staff workload and support their wellbeing. Staff feel valued and supported by leaders. The school maintains positive relationships with the community.

p.3

Leadership and governance Expected standard

The professional learning of staff is linked to the school’s improvement priorities. Staff work closely with a nearby school, sharing good practice. This helps to support the development of staff.

p.3

Personal development and wellbeing Expected standard

The personal development programme is appropriate and factors in the school’s context. Leaders have built a school community that develops a real sense of belonging. Pupils are taught about diversity, equalities and inclusion. Pupils visit different places of worship and learn about life in modern Britain. They respect the beliefs and opinions of others.

p.3

Needs attention

Leaders adapt the curriculum to reflect the school’s mixed-age classes, while making sure that pupils learn the right knowledge at an appropriate time. For example, staff teach pupils about relationships and health education in single-age groups so that they develop an age- appropriate understanding of important curriculum content. Pupils are taught a broad and varied personal development curriculum.

p.4

Needs attention

Pupils can take on a responsibility, such as being a member of the eco-committee and safety committee. Pupils have a positive impact on the local community. For example, they have carried out litter picks in the local area and planted trees in a community garden. Pupils fundraise for national and local charities. Each week, they donate to a local foodbank, for example.

p.4

Needs attention

Pupils take part in inclusive extra-curricular activities, such as sports, art and music, as well as chess and crochet clubs. Pupils can learn to play an instrument, such as the recorder, clarinet and violin. The curriculum is enriched through visits to museums linked to the science curriculum, large-scale concerts linked to the music curriculum and an annual residential visit in key stage 2. Pupils have performed songs at a local care home for older people.

p.4

Needs attention

Pastoral support provides effective support for pupils. For example, Inca, the school dog, provides emotional support for pupils who need this. In addition, staff provide regular and helpful wellbeing support for pupils.

p.4

Achievement Needs attention

Most pupils are ready for the next stage in their education by the time they reach Year 6. The majority of pupils learn the knowledge and skills they need across the curriculum. The work they produce is generally of a variable standard across subjects and cohorts. In some subjects, such as reading, attainment and progress are not in line with national averages. There are some pupils with historic gaps in their basic knowledge and skills. This hinders the progress that these pupils make.

p.4

Achievement Needs attention

Leaders’ actions to improve teaching and prioritise securing pupils’ basic knowledge and skills are beginning to address this area. However, gaps in some pupils’ basic knowledge and skills are not closing quickly enough.

p.4

Achievement Needs attention

Vulnerable pupils generally make suitable progress from their starting points. These pupils develop appropriate knowledge and skills across the curriculum over time. In many cases, gaps in their knowledge and skills are being addressed effectively.

p.4

Curriculum and teaching Needs attention

Leaders possess an accurate understanding of the quality of the curriculum. For example, they know that the writing curriculum and its implementation is an area of development and that elements of teaching require some improvement. Most of the curriculum is suitable, well planned and sequenced. However, some aspects of the curriculum need further development. Leaders are taking appropriate action to address this.

p.4

Curriculum and teaching Needs attention

Leaders make sure that staff possess the knowledge they need to teach the curriculum. The teaching of phonics is generally effective. However, other aspects of the curriculum are not generally taught well enough. Staff know pupils’ needs, but, for some pupils with gaps in their knowledge, the curriculum is not generally taught well enough. Staff make checks on pupils’ knowledge and understanding, but inconsistencies in practice remain. As a result, some misconceptions are not identified and addressed quickly enough.

p.5

Curriculum and teaching Needs attention

Leaders and staff are aware of pupils who have not secured basic knowledge and skills. All pupils in the early stages of reading are taught daily phonics. Pupils who need extra support in reading receive assistance that helps them to catch up successfully. However, there is more work to do to make sure that basic knowledge and skills are secured.

p.5