Marriott Primary School

Marriott Primary School

Address: Broughton Road, Leicester, Leicestershire, LE2 6NE Unique reference number (URN): 120077

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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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Achievement Expected standard

Pupils make progress from their starting points and achieve well. They build their knowledge over time and can recall their learning from previous academic years. Pupils use this knowledge to successfully complete the tasks that teachers provide for them. They can read, write and apply their knowledge of mathematics. Typically, pupils who arrive at the school with gaps in their essential knowledge of reading and mathematics close them swiftly.

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Achievement Expected standard

The school’s published data does not consistently reflect pupils’ achievement. Many pupils at the school face complex and multiple barriers to their learning, which impacts on their starting points and progress. These pupils develop important knowledge, including in relation to their reading and writing. Some pupils who achieve well leave the school prior to the end of key stage assessments. Others arrive at the school part way through an academic year or key stage. Pupils make progress, regardless of their starting points or point of arrival at the school, but this is not necessarily evident in their results in external examinations. Generally, pupils are well prepared for their next steps.

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Attendance and behaviour Expected standard

Attendance has improved over time because of the actions of leaders. Leaders have established clear systems and processes for monitoring attendance. They use the information that they gather about individual pupils to develop personalised strategies that help them to attend more regularly. While some pupils do not attend as well as their peers nationally, they do improve their attendance the longer that they spend in the school. Pupils who do not attend as well generally face complex and varying barriers. Leaders are proactive in identifying those barriers and helping pupils to overcome them. While this typically results in significant improvement, this improvement is not necessarily reflected in attendance figures that are in line with national averages.

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Attendance and behaviour Expected standard

Leaders have established an approach to behaviour that supports pupils to make the right choices. This generally works well, and behaviour has improved over time. Pupils typically behave well around the school and are taught the importance of being kind to each other. As a result, bullying is rare but dealt with effectively by leaders when it does occur. On occasion, a small number of pupils in key stage 2 do not demonstrate as positive attitudes to their learning as the majority of their peers who are eager to learn.

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Curriculum and teaching Expected standard

Leaders have put in place a well-designed curriculum. They have reflected on the impact of their curriculum and made considered decisions about how to improve it. For example, they have adapted the approach to teaching reading and mathematics to improve pupils’ skills and retention of knowledge over time. Leaders' strategic approach to designing the curriculum helps pupils to build their essential knowledge and skills in important areas such as writing. The curriculum in all subjects is ambitious and has been adapted so that it is accessible to as many pupils as possible. For the small number of pupils who need a personalised curriculum, leaders have ensured that it is just as ambitious and helps pupils to build their knowledge. Teachers make adjustments as necessary, so that pupils with different needs in the same classrooms develop their understanding. There are occasions, in a small number of subjects in which improvements to the curriculum and its teaching are more

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Curriculum and teaching Expected standard

recent, when pupils do not close the gaps in their knowledge as swiftly as they could.

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Curriculum and teaching Expected standard

Leaders have ensured that there is an appropriate programme of training in place that has improved teachers’ practice. They evaluate the impact of the training they provide and review pupils’ experiences in the classroom. Pupils have benefited from improved approaches in the teaching of physical education, as well as in the core subjects of English and mathematics.

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Early years Expected standard

Leaders have established an inclusive ethos centred on ambition for all children, particularly those who are disadvantaged and those with special educational needs and/or disabilities. Leaders work effectively with families to ensure a smooth transition into school life. Staff gain a thorough understanding of children’s needs before entry. This supports children to quickly settle into clear routines that support their wellbeing. Leaders are aware of the barriers many of their children have. To support children to overcome these barriers, leaders have established a curriculum with a clear focus on communication, including vocabulary development and oracy.

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Early years Expected standard

Leaders adapt their provision to suit the needs of different groups of children while maintaining a broad curriculum offer. Staff ensure that children feel comfortable and develop their independence, including through the use of established routines, clear expectations and visual timetables. Relationships between staff and children are positive and nurturing, creating an environment where children feel supported. At times, some children are not as purposefully engaged in the activities that staff provide for them as they could be. This means that they do not receive as many high-quality interactions as the planned activities are designed to enable.

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Inclusion Expected standard

Leaders know and understand the barriers to learning that many of their pupils face. They work hard with families and many external agencies to help pupils overcome these barriers. Leaders have developed many different support strategies and review the impact of these. This helps staff to adapt the help that they provide to the benefit of individual pupils. Pupils who need the most support are given personalised help that enables them to be successful. This help is developed following a careful analysis of pupils' needs, as well as thoughts about the strategies most likely to be successful. As a result, pupils with complex needs grow their knowledge, social skills and confidence.

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Inclusion Expected standard

Leaders are ambitious about what all pupils can achieve. They use additional funding carefully and effectively, including to provide training to teachers in areas that will help pupils the most. Disadvantaged pupils participate fully in the life of the school and take part in enriching activities such as trips to the pantomime. Leaders understand the complex challenges faced by their most vulnerable pupils. A wide range of effective pastoral support is put in place to help these pupils enjoy school and learn. Leaders select any alternative provision that they use in the interests of the pupils concerned. They carry out checks of these provisions to ensure that pupils will be safe and successful.

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Leadership and governance Expected standard

Leaders and governors have a detailed understanding of their school and the community it serves. Leaders are determined to provide the best possible provision for pupils. They get to know pupils as individuals and form positive relationships with families. There is consistent consideration of the workload and wellbeing of staff. Leaders make considered choices about their priorities for improvement and act in the best interests of all involved. Leaders are reflective about how to bring about improvement. This includes seeking external advice and working with many organisations in such a way that improves the lives of their pupils.

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Leadership and governance Expected standard

The governing body has the knowledge and skills to review the school's work and support leaders. Governors fulfil their duties effectively, including in holding leaders to account and engaging in training to ensure that they maintain their expertise. Leaders evaluate the impact of their work. They seek opportunities to develop the expertise of their staff as well as themselves. Staff benefit from professional learning focused on the school's and their own improvement priorities.

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Leadership and governance Expected standard

Leaders seek and consider the views of their staff, pupils and families. They use the information they gain and their work with the local authority to improve the school’s provision. Leaders are invested in the futures of their pupils. They frequently go above and beyond to break down barriers to attendance and achievement that many pupils face, including those with special educational needs and/or disabilities and those known or previously known to social care.

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Personal development and wellbeing Expected standard

Leaders have a clear and inclusive vision. They focus on preparing pupils for life in modern Britain while supporting their individual and social development. By working with external experts, leaders have identified key areas where they can best support pupils, such as building resilience and emotional regulation. Leaders are committed to ensuring that all pupils, including those with special educational needs and/or disabilities, can access a range of enrichment activities and events. Pupils with the most complex needs are supported to participate, including attending whole-school events through the adaptations that leaders have put in place. Pupils benefit from opportunities to develop their talents and interests in areas such as sport, music and performing arts. This includes through the '50 things to do before you leave Marriott' programme, which further encourages pupils to broaden their life experiences. Any barriers to participation for disadvantaged pupils are

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Personal development and wellbeing Expected standard

removed so that pupils participate well.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum places a clear emphasis on behaviour, relationships and citizenship. This helps pupils to develop an understanding of right and wrong and how to participate in society beyond school. Leaders have ensured that the personal development offer enables pupils to develop a sense of respect for others, including in relation to different religious views and differences in people's backgrounds and characteristics. The cultural events that leaders organise in the school help pupils to understand different perspectives and values. Pupils’ knowledge in some of the areas of the curriculum is not as detailed as it could be.

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Personal development and wellbeing Expected standard

Staff teach pupils how to stay safe outside of school and online. Leaders are responsive to emerging trends and engage external experts to talk to pupils about how to deal with these scenarios. There is a proactive approach taken by leaders to addressing contemporary issues such as misogyny and knife crime. This means pupils have the knowledge they need about how to keep themselves safe.

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

Pupils at this caring school receive care and support that extends beyond the school gates. This helps them to feel part of the welcoming community that leaders have established. Pupils who face barriers to their learning are supported to overcome them. Leaders provide a wide range of tailored help for pupils and their families. This includes welcoming parents and carers into the school to hear their children read and providing guidance about how to support their children to learn to read, using phonics. There is a tangible sense of shared purpose and community between parents and the school, which helps pupils to be successful.

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

Pupils are taught how to stay safe and what to do if they feel unsafe. Leaders put in place meaningful opportunities for pupils to build their social skills and resilience. For example, pupils hear from visiting speakers about potential challenges and how to address them, such as peer pressure. Pupils value, and act on, the advice that these visitors give them. The school’s cultural events enable pupils to understand and celebrate diversity in the school community. Pupils learn the importance of mutual respect and tolerance and how to act kindly towards one another. This helps to keep bullying rare. When it does happen, leaders deal with it appropriately and act effectively to support the pupils involved.

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

Pupils are typically happy to come to school, and many attend more often than they used to because of the support that they and their families have been given by leaders. Pupils enjoy their learning and are given effective support when they find things difficult. While this is not apparent in the school's published outcomes, pupils consistently make progress from their starting points. Pupils are polite and welcoming to visitors and typically behave well in lessons. Their achievements are recognised and pupils appreciate the rewards, such as 'Marriot merits', that they receive for making good choices. Leaders' actions have brought about improvements in pupils' behaviour over time.

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Next steps

Leaders should continue to embed the recent changes made to the curriculum and its teaching in some subjects to ensure that gaps in pupils’ knowledge are closed more rapidly across each subject area. Leaders should continue their work to ensure that pupils' attendance improves further and persistent absence decreases, including ensuring that improvement is rapid and

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Lead inspector:

Stephen Whitney, His Majesty's Inspector

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Team inspectors:

Martyn Skinner, Ofsted Inspector Ian McNeilly, Ofsted Inspector Sylvie Newman, 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 8 September 2026

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421

Above average strategies are adjusted swiftly when necessary.

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About this inspection

The chair of the board of governors in this school is Stephen Wilson.

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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

This inspection took place on 8 and 9 September 2026.

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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 staff, governors, pupils and parents during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one alternative provision, which is unregistered.

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About this inspection

Co-headteachers: Ruth Neill and Hazel Tucker

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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 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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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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average

2022/23 (final) 52% 60% Close to average

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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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average

2022/23 (final) 75% 73% Close to average

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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) 65% 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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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) 37% 46% Close to average

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average

2022/23 (final) 36% 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

2024/25 (final) 54% 63% Close to average

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average

2023/24 (final) 63% 62% Close to average

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average

2022/23 (final) 68% 60% 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

2023/24 (final) 57% 58% Close to average

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average

2022/23 (final) 46% 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

2022/23 (final) 50% 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

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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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