Schools & FE · Report card

Sherard Primary School

Inspected 8 Sept 2026 · published 9 Oct 2026 · URN 145083

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Rob Della-Spina (lead), Deborah Mosley, Ruth Hurcombe, Tim Leah

What we read, and from where

Click a reading to see it highlighted in the report.

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
8 Sept 2026
Inspectors verified
Deborah Mosley, Rob Della-Spina, Ruth Hurcombe, Tim Leah
Postcode verified
LE13 1HA
Name on report verified
Sherard Primary School
Safeguarding verified
Met
URN verified
145083

Page 1 of 16

Deep dive

What this report says

In plain English

positive

Sherard Primary School is a happy, welcoming academy that meets standards, with writing as the main area to improve.

Safeguarding standards are met and pupils feel safe. Pupils generally achieve well, with outcomes broadly in line with national averages, and behave well in lessons. Writing has been a clear priority, but improvements are not yet secure across the school.

Going well

Safeguarding standards are met and pupils feel safe
Pupils generally achieve well from their starting points
Pupils behave well in lessons and trust adults to help
Specialist provision for pupils with SEND is well staffed and supportive

To improve

Make improvements in writing secure and consistent across the school
Improve consistency of behaviour at breaktimes and lunchtimes
Monitor the impact of pupil premium spending more precisely
Ensure older pupils deepen their understanding of diversity

Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.

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.

+30Mostly positivemore positive than 12% of reports of this type

Reads more critically than most reports of this type.

Praisepositivepositivelyconfidentwell-plannedfeel safeimprovedsecurewell prepared

Criticismnot yetconcernsnot alwaysfall behindpersistently absentnot consistentlylowernot secure

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

Findings1345w+29
Leadership245w+46
Safeguarding51w−11
What needs to improve56w0

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

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: 1,697; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 12 words
Next steps: 2; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 46%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 42%

Full report text

Sherard Primary School

Address: Grange Drive, Melton Mowbray, Leicestershire, LE13 1HA Unique reference number (URN): 145083

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:

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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.

p.1

Early years Strong standard

Leaders are highly ambitious for children in the early years. The school prioritises transition arrangements and works closely with families, settings and external professionals so that children are well known when they start school. Staff identify children’s individual needs and starting points and plan carefully to help children thrive and achieve. Children feel safe and secure. They settle quickly and are attentive and engaged within their first few days of starting school.

p.2

Early years Strong standard

The curriculum is planned from children’s earliest experiences. It builds language, communication, early reading, writing, mathematics and independence. Staff use purposeful play, stories, songs, phonics, mark-making and number activities to help children practise and remember important knowledge. Adults model vocabulary clearly, extend children’s thinking and ask questions that help children explain their ideas.

p.2

Early years Strong standard

Teaching is consistent across the early years. Staff share a secure understanding of the curriculum and expectations. Children achieve well from their starting points. They develop the early knowledge and habits they need for Year 1.

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Early years Strong standard

Relationships are warm and caring. Staff establish routines that help children behave well, share, take turns and manage their feelings. Children with special educational needs and/or disabilities are included successfully. Staff use communication systems, sensory support and adaptations so children can take part, learn and grow in independence.

p.2

Achievement Expected standard

Pupils generally achieve well from their starting points. In national tests and assessments, outcomes are broadly in line with national averages. Disadvantaged pupils’ outcomes have improved and are now close to those seen nationally. Pupils at the early stages of reading gain the phonics knowledge they need to read with increasing confidence. Pupils' knowledge and understanding of mathematics are broadly secure.

p.2

Achievement Expected standard

Pupils are now developing the important knowledge they need for writing. Staff have focused on handwriting, spelling and sentence construction. This is beginning to improve the quality of pupils’ writing. However, these improvements are not yet secure across the school. Pupils' achievement in writing has been lower than in other areas of the curriculum in recent years.

p.2

Achievement Expected standard

Across the curriculum, pupils usually remember what they have learned and can explain key ideas. Pupils with special educational needs and/or disabilities, including those in the specialist provision, make secure progress from their starting points. They develop communication and independence skills. Pupils are generally well prepared for their next stage of education.

p.2

Attendance and behaviour Expected standard

Leaders give attendance a high priority. They monitor attendance closely and work sensitively with families and other services. This helps many pupils attend regularly. Pupils with medical needs, anxiety or challenging circumstances receive planned support so they can attend school and feel ready to learn. For most pupils, including those with special educational needs and/or disabilities (SEND), attendance is broadly in line with national averages. Fewer pupils are persistently absent than in other schools nationally.

p.3

Attendance and behaviour Expected standard

Pupils behave well in lessons. They follow routines, listen to adults and focus on learning. Positive relationships help staff support pupils calmly and consistently. Staff provide tailored support for pupils who need help managing their emotions and behaviour, including pupils with SEND. Pupils say that bullying is rare and trust adults to help when any problems arise. At breaktimes and lunchtimes, most pupils play well together. However, pupils do not always respond to routines as quickly as they do in lessons. This makes behaviour less consistent at these times.

p.3

Curriculum and teaching Expected standard

Leaders have planned a broad curriculum for all pupils, including those in the specialist provision. It identifies the important knowledge pupils need to learn in each subject. Leaders understand where teaching has needed to improve. They have strengthened how staff check pupils’ learning and have made writing a clear priority. Staff now focus more closely on handwriting, spelling, grammar, sentence construction, spoken language and writing stamina.

p.3

Curriculum and teaching Expected standard

Early reading is taught through a systematic phonics programme. Pupils who fall behind receive extra help to catch up. In mathematics, staff help pupils build number knowledge and fluency.

p.3

Curriculum and teaching Expected standard

Teachers explain new learning clearly. They ensure that pupils have regular opportunities to revisit and reinforce prior learning. Teachers identify and correct pupils' misconceptions. Staff generally adapt tasks and resources so that pupils with special educational needs and/or disabilities can learn alongside others. In the specialist provision, staff plan learning from pupils’ individual starting points, communication needs and individual plans.

p.3

Curriculum and teaching Expected standard

The curriculum is generally taught well, and leaders have rightly prioritised improving writing and handwriting throughout all subjects. However, the revised approach to writing is not yet embedded consistently across the school.

p.3

Inclusion Expected standard

Leaders identify pupils’ needs early. This starts before pupils join school through home visits and conversations with families. Staff identify the barriers some pupils may face. Support plans set out pupils’ targets and the help they need. Leaders review the impact of these plans and adjust support when pupils' needs change.

p.3

Inclusion Expected standard

Pupils with special educational needs and/or disabilities receive appropriate support in mainstream classes and the specialist provision. Staff understand pupils’ communication, sensory, physical and emotional needs. The specialist provision is well staffed and carefully organised. It provides high levels of care, nurture and individual support. Adults use specialist advice and small-step targets to guide their work. This helps pupils with complex needs make progress from their starting points.

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Inclusion Expected standard

Leaders use pupil premium funding to support disadvantaged pupils’ learning, attendance and wellbeing. This includes reading support, pastoral help and work with families. Staff work closely with social workers and external agencies to support pupils known or previously known to social care. This helps pupils settle, attend and engage in school life positively. However, leaders do not yet monitor the impact of the pupil premium strategy precisely enough to show which funded actions make the most difference to pupils’ learning and wellbeing.

p.4

Leadership and governance Expected standard

Leaders understand the school’s context, strengths and priorities. They place pupils’ needs at the centre of their decisions. Leaders have identified the areas for improvement, including writing and the wider participation of pupils who face barriers and/or are disadvantaged. Their actions are beginning to make a difference. However, some improvement work is not yet embedded enough to show sustained impact across the school.

p.4

Leadership and governance Expected standard

Governance has developed over time. The trust has recognised that previous local arrangements were not working as well as intended. New governance arrangements are being established, including an advocacy committee. Trustees and executive leaders continue to hold leaders to account. They understand the school’s priorities and challenge leaders about safeguarding, attendance, inclusion, writing and standards. Collaboration between school leaders, governors and trust leaders contributes positively to the school’s ongoing development. Trustees ensure that their statutory duties are met.

p.4

Leadership and governance Expected standard

Leaders have strengthened financial oversight and school improvement processes. School leaders are now more involved in budget planning and monitoring. Leaders use external advice, trust support and professional learning to develop staff expertise. Training has focused on school priorities, including writing, inclusion and safeguarding. Staff are generally positive about working at the school. They describe leaders as approachable and supportive. Staff feel included and valued. Leaders consider staff's workload when making decisions to improve the school.

p.4

Leadership and governance Expected standard

Parents are typically very positive about the school. One comment summed up the views of many when they said: ‘The teachers are great and the community is inclusive.’

p.4

Personal development and wellbeing Expected standard

Leaders have designed a well-planned programme to promote pupils’ personal development and wellbeing. Through personal, social, health and economic education, pupils learn about feelings, fairness, responsibility and respect. This helps pupils understand how to treat others. Democracy is understood well because pupils take part in elections and contribute to whole-school decision-making. Pupils develop confidence through different leadership roles, including as school councillors, reading ambassadors and play leaders.

p.4

Personal development and wellbeing Expected standard

Through age-appropriate relationships and sex education and health education, pupils learn how to stay safe, keep healthy and build positive relationships. They learn about online risks, including how to use mobile phones safely and how to ask trusted adults for help. Leaders respond when concerns arise and use these to strengthen what pupils are taught.

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Personal development and wellbeing Expected standard

Pupils learn about equality, diversity and people from different backgrounds through the reading of carefully-chosen texts, assemblies and the wider curriculum. This helps them understand and respect difference. They know everyone should be treated fairly and can talk about discrimination. However, some older pupils do not have the necessary depth of understanding of all aspects of diversity that they should.

p.5

Personal development and wellbeing Expected standard

Pastoral support is caring and responsive. Staff know pupils and families well. Pupils who need help to manage their emotions or relationships take part in emotional literacy work and nurture activities. These help pupils feel understood and ready to take part.

p.5

Personal development and wellbeing Expected standard

Pupils benefit from clubs, residentials, community events and career-focused 'future Fridays'. These widen pupils’ interests and aspirations. Staff adapt opportunities so pupils with special educational needs and/or disabilities and pupils facing barriers can join in. The 'dandelions club' helps children and families share experiences together. The 'siblings club' helps pupils talk together and grow in confidence. Leaders are developing a clearer overview of how these experiences build pupils’ knowledge, confidence and wellbeing over time.

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