Marish Primary School

Marish Primary School

Address: Swabey Road, Langley, Slough, Berkshire, SL3 8NZ Unique reference number (URN): 138166

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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.

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How we evaluate safeguarding

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

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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.

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Personal development and wellbeing Strong standard

Pupils benefit from a personal development programme that is carefully tailored to their needs. The curriculum is responsive and draws upon external professionals and organisations to enhance the offer. For example, leaders have introduced a programme about body image and self-esteem in response to identified need.

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Personal development and wellbeing Strong standard

Educational visits support curriculum learning and prioritise cultural experiences. For example, younger pupils visit the beach. Older pupils learn more about history by visiting Windsor Castle. Pupils develop their talents and interests through an extensive programme of extra-curricular activities. Leaders track participation carefully. They adapt provision and remove barriers to ensure that all pupils, including those with complex special educational needs and/or disabilities, can participate fully.

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Personal development and wellbeing Strong standard

Pupils develop a detailed knowledge of the personal development curriculum. Pupils describe strategies to keep safe online with confidence. They have a clear understanding of healthy and unhealthy relationships. Pupils understand the risks associated with alcohol, drugs and smoking.

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Personal development and wellbeing Strong standard

Pupils’ knowledge of British values is established. This is underpinned by Marish character values and the school rules. For example, pupils make connections between school rules and the rule of law. Pupils understand how their learning in school prepares them for life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders provide extensive pastoral support. Leaders know pupils very well. This enables them to identify pupils’ needs swiftly and apply a tiered system of support. Pupils benefit from play therapy, nurture groups and tailored support, such as funded wraparound provision and personal care packages. Leaders describe how their support ‘hugs’ pupils and their families. This helps to reduce barriers so that pupils can thrive.

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Personal development and wellbeing Strong standard

Older pupils benefit from a wide range of leadership opportunities. Pupils are proud to be junior leaders, eco-warriors and attendance ambassadors. All staff ensure that pupils are well equipped to become reflective and cooperative citizens. Pupils are tolerant of others. They are respectful of differing opinions. Pupils are very well prepared for life beyond school.

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Achievement Expected standard

Pupils are prepared for their next steps. Many pupils achieve high standards in reading, writing and mathematics. Disadvantaged pupils’ achievement has improved notably. This is reflected in statutory key stage 2 outcomes that are above national averages. Pupils in key stage 1 develop foundational skills appropriately. Phonics is prioritised. Pupils learn to write and calculate with increasing confidence and skill. Gaps in knowledge close quickly where teaching is most effective.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities receive support to make progress alongside their peers. Pupils with the highest level of need make progress in small steps from their starting points. Pupils thrive because of this personalised support.

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Achievement Expected standard

Pupils develop appropriate knowledge and skills across the wider curriculum. They are proud of what they know and can do. Pupils make connections between some aspects of learning. However, this is not yet consistent across all subjects and year groups.

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Attendance and behaviour Expected standard

Pupils’ attendance has improved. Leaders have taken decisive action to address concerns, particularly for pupils who are persistently absent. Leaders have high expectations. They are relentless in their approach. As a result, overall attendance is now in line with national figures. Persistent absence has reduced notably. Pupils are helped to attend more regularly through carefully considered universal and tailored support. Pupils and their families receive one-to-one support from attendance champions. The school minibus collects some pupils for school. Older pupils greet their younger peers at the door each morning. These strategies reduce barriers to attendance. They help pupils to feel that they belong at school.

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Attendance and behaviour Expected standard

Pupils behave very well at Marish. Leaders have established a culture of high expectations, clear rules and routines that all staff apply consistently. Pupils follow the 3 diamond rules diligently. They demonstrate respect, thought and care in their actions. They have positive relationships with staff and their peers. Pupils listen carefully during lessons. They follow instructions and complete learning thoughtfully. Engagement is at its highest when teaching is closely matched to pupils’ learning needs. Pupils who need support to behave well receive purposeful adaptations and interventions. For example, nurture groups teach emotional regulation. Pupils are not concerned about bullying or discrimination. They know that adults treat these incidents seriously if they happen. However, incidents are rare.

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Curriculum and teaching Expected standard

The curriculum is thoughtfully planned. Leaders have designed a programme of learning that is broad, balanced and aligned with national curriculum expectations. There is a focus on establishing strong foundations in reading, writing and mathematics. Phonics is taught effectively. Writing skills are modelled and pencil grip adjusted where needed. In mathematics, pupils learn to count, calculate and solve problems with increasing fluency.

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Curriculum and teaching Expected standard

Staff generally have appropriate subject knowledge. They model new learning and consider pupils’ starting points when designing tasks for pupils to practise their learning. Leaders are taking appropriate action to ensure that teaching is more consistent across subjects and year groups.

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Curriculum and teaching Expected standard

Leaders prioritise the development of communication and language skills. Pupils are expected to stand when speaking in front of the class. Partner talk and oral rehearsal feature in lessons. Where this is used effectively, pupil learning and engagement is supported. However, this is not yet fully embedded across the school. Staff use assessment to inform teaching. They make adaptations to the curriculum and teaching to support pupils with special educational needs and/or disabilities (SEND). Adaptations within mainstream classrooms typically help pupils to access learning alongside their peers. Provision is highly personalised in the specially resourced provision for pupils with SEND.

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Early years Expected standard

Children make steady progress in the warm and nurturing early years provision. They are well prepared for the next stage of their education. The curriculum is carefully planned. The foundational skills of English and mathematics are prioritised.

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Early years Expected standard

Early reading skills are developed through phonics, stories and song. Staff teach children how to hold a pencil correctly. Drawing club provides structured practise for early writing skills. Children’s written work shows clear progress in transcription skills. Occasionally, teaching is not closely matched to children’s starting points. Modelling and instruction are sometimes not precise enough. This means that some children do not make progress as rapidly as they could.

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Early years Expected standard

Children with special educational needs and/or disabilities receive the support they need to learn alongside their peers. Visual prompts, supportive transitions and personalised resources help these pupils to make steady, and often rapid, progress.

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Early years Expected standard

Language and vocabulary are prioritised through whole-class practice and targeted interventions. Leaders have trained staff to interact with children effectively. As a result, staff use warm and responsive interactions to engage children, model vocabulary and develop communication skills.

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Early years Expected standard

Children are happy and safe in the early years. Care practices are appropriate. Staff focus on helping children to build confidence and independence. For example, self-registration, snack time and teaching about emotions help children to develop valuable skills.

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Inclusion Expected standard

This is an inclusive school. Leaders prioritise the needs of all pupils. They are relentless in their ambition to reduce barriers and enable all pupils to thrive. Leaders are responsive to emerging need. They use a range of strategies to identify barriers appropriately. Relationships with parents and carers, external agencies and previous settings underpin their understanding of, and support for, each child.

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Inclusion Expected standard

Leaders support pupils with special educational needs and/or disabilities (SEND) effectively. They develop individual plans of support to address barriers to learning and wellbeing. Leaders provide training and support so that staff can implement planned strategies. However, this work is not yet fully embedded. Some staff are more skilled than others in ensuring that pupils’ needs are met consistently, particularly within mainstream teaching.

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Inclusion Expected standard

Pupils in the specially resourced provision for pupils with SEND receive a personalised curriculum and plan of support. Leaders have careful oversight of these pupils’ needs. Leaders are committed to their local area partnership. They have expanded their provision to positively impact the experiences of more pupils within the community.

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Inclusion Expected standard

Disadvantaged pupils are supported appropriately. The pupil premium strategy is evidence informed. Leaders focus on the impact on pupils’ academic and wider development when allocating funding. Leaders describe their comprehensive support as a ‘hug’ around the pupil and their family.

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Leadership and governance Expected standard

Leaders are ambitious for what pupils can achieve. They have a detailed understanding of pupils, families and the wider needs of the community. Leaders use a range of evidence to self-evaluate accurately. They use this information to inform their strategic plans. Where leaders focus their attention, there is impact. In some areas, this is rapid. For example, persistent absence has declined as a result of leaders' diligent actions. Similarly, disadvantaged pupils’ achievement at the end of key stage 2 has improved.

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Leadership and governance Expected standard

Trustees share leaders’ ambitions for the school. They are highly skilled. They work closely with leaders to secure ongoing success. Statutory duties are fulfilled appropriately. Trustees provide support and challenge to ensure that leaders’ work is impactful. Trustees and leaders are taking appropriate action to maintain the quality of provision during a period of leadership change and growth within the trust.

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Leadership and governance Expected standard

Leaders have established a programme of professional learning. It is aligned to the school’s priorities and aims to develop staff expertise at all levels. However, the impact of this work is not yet fully realised. This means that some staff are better equipped than others to fulfil their role.

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Leadership and governance Expected standard

Leaders care about their staff. They take thoughtful steps to support workload and wellbeing. As result, staff feel supported. They are proud to work at Marish. Leaders get to know pupils and their families quickly. They go above and beyond to provide any support that is needed. They draw on their partner school, charities and organisations for support and challenge. As a result, families feel cared for and that they belong there. They praise the inclusive and nurturing school culture.

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What it's like to be a pupil at this school

Pupils are happy and safe in this warm and caring school. Pastoral support wraps around pupils and their families. It is closely linked to their needs. As a result, pupils feel that they belong in this school. Attendance has improved, particularly for pupils who are persistently absent. More pupils are now attending school regularly. Attendance champions and daily greetings at the school gate ensure that pupils feel welcomed and supported each morning.

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What it's like to be a pupil at this school

Pupils behave very well. This is because routines are consistent and there is an embedded culture of high expectations. Pupils engage with learning well, particularly when teaching is closely matched to their needs. Pupils are confident and resilient. They learn to regulate their own behaviour consistently well. Pupils say that their peers behave well at Marish. Bullying and discrimination are not things that pupils worry about. They know that adults will take any concerns they have seriously. Consequently, pupils feel safe.

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What it's like to be a pupil at this school

Pupils enjoy learning. They achieve well in statutory tests and are proud of what they know and can do. Teaching is effective. Tasks and activities allow pupils to practise their newly acquired knowledge and skills. Pupils with the most complex special educational needs and/or disabilities are supported in the school’s specialist unit effectively. A carefully tailored curriculum and programme of care ensures that these pupils receive the support that they need to thrive.

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What it's like to be a pupil at this school

Pupils’ holistic development is a key priority. The personal development programme is extensive. It is carefully tailored to pupils’ needs. Pupils’ knowledge is secure and detailed. Older pupils benefit from a range of leadership opportunities. The extra-curricular offer is broad. All pupils, including those with the most complex needs, are supported to participate fully. This ensures that pupils are very well prepared for life beyond school.

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Next steps

Leaders should continue to improve pupils’ attendance, particularly for those who are persistently absent, so that recent impact is sustained. Leaders should ensure that teaching is highly effective and skilfully adapted to pupils’ needs across all subjects and year groups, with particular attention to teacher modelling and task design. Leaders should continue to embed their approach to professional learning so that all staff are equipped to fulfil their roles and responsibilities consistently well.

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About this inspection

This school is part of Marish Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gill Denham, and overseen by a board of trustees, chaired by Vivienne Turner.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also spoke with representatives from the trust, virtual school, staff, pupils and parents and carers.

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About this inspection

The school includes specially resourced provision for 93 pupils with special educational needs and/or disabilities.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Matthew Rixson, Ofsted Inspector Kate Magliocco, Ofsted Inspector Nicky Wright, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The school has undergone a significant change since the last inspection. A new head of school was appointed in April 2026. They are working alongside the executive headteacher leading the school.

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What does this mean?

Executive headteacher: Gill Denham The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 79% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 48% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 58% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 70% 59% Close to average

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average

2023/24 (final) 54% 58% Close to average

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average

2022/23 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 61% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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