Schools & FE · Report card

Medway Community Primary School

Inspected 8 Sept 2026 · URN 120108

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Haydn Mitton (lead), Andrew Monaghan, Helen Loader, Lisa Atkins

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
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
8 Sept 2026
Inspectors verified
Andrew Monaghan, Haydn Mitton, Helen Loader, Lisa Atkins
Postcode verified
LE2 1GH
Name on report verified
Medway Community Primary School
Safeguarding verified
Met
URN verified
120108

Page 1 of 15

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

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.

+66Positivemore positive than 37% of reports of this type

In line with other reports of this type.

Praisepositivewell preparedfeel safeeffectiveexcellenttrusting relationshipsimprovedvery well

Criticismconcernsgapspoorbelownot consistentlyseriouslypersistent absencenot clearly

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

Findings1775w+70
Leadership235w+40
Safeguarding51w−11
What needs to improve94w+47

Strengths

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

Concerns

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

Next steps

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

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: 2,153; longer than usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 16 words
Next steps: 3; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 57%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 30%

Full report text

Medway Community Primary School

Address: St Stephens Road, Highfields, Leicester, Leicestershire, LE2 1GH Unique reference number (URN): 120108

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

Typically, children in the early years achieve well. By the end of Reception, they are well prepared for learning in key stage 1. Pupils' work and discussions show that they remember and apply what they have learned. For example, in mathematics, pupils use their knowledge of number to solve problems and explain their thinking.

p.2

Achievement Expected standard

Pupils, including those who are at an early stage of learning to speak English, improve their language comprehension and reading fluency. As a result, pupils make positive progress through the curriculum from their different starting points. Pupils who join the school with gaps in prior knowledge generally reduce these gaps over time. Generally, pupils with special educational needs and/or disabilities achieve well.

p.2

Achievement Expected standard

The proportion of pupils, including those who are disadvantaged, who meet the expected standard in reading, writing and mathematics at the end of key stage 2 has improved in recent years and is now close to national averages. Typically, pupils are well prepared for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Although overall attendance is below national figures, it has risen over time, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders are forensic in their approach. They have an accurate understanding of pupils' barriers to attending well and implement a range of effective strategies to improve attendance across the school. For example, the 'community, family and welfare team' provide tailored support to help pupils and families, so that pupils attend well. While persistent absence is below national averages, leaders take prompt and effective action to bring about positive change. Many pupils join the school part way through the school year or key stage. The longer that pupils spend at the school, the more regularly they attend. Leaders are ambitious and focused on ensuring that pupils attend regularly, and their work has a positive impact on the attendance of individual pupils and overall.

p.2

Attendance and behaviour Expected standard

Pupils behave very well and have positive attitudes to learning. Older pupils are role models to younger children. They set an excellent example. Pupils are calm, polite and purposeful in lessons and around the school. Clear routines, high expectations and positive relationships help pupils feel safe. For example, children in the early years are taught how to line up together and wait patiently for their meals at lunchtime. Leaders record and follow up any reports of poor behaviour, including bullying. They work with pupils and families closely to address any concerns that arise. Staff ensure that pupils, including those who need additional help to understand and manage their behaviour, receive appropriate support and behave well.

p.2

Curriculum and teaching Expected standard

The school provides a broad, well-designed curriculum that supports pupils' learning across the different subjects they study. Leaders prioritise reading and spoken language. Pupils read rich texts and learn about challenging ideas that broaden their horizons. For example, they explore Victorian Britain through Charles Dickens’s 'Great Expectations'. This helps many pupils explore ideas and viewpoints that are different to their own. Teachers typically support pupils to understand and remember important knowledge. However, there are a small number of instances in which the curriculum does not set out as clearly as it could the knowledge and vocabulary that pupils need to learn. This makes it difficult, particularly for pupils who are new to speaking English, to develop the sophistication of their understanding as well as they might.

p.2

Curriculum and teaching Expected standard

Staff teach phonics well. Pupils use their phonics knowledge with growing confidence when they read. As pupils move through the school, they continue to develop their knowledge in reading, writing and mathematics. However, at times, teaching does not focus precisely on addressing gaps in pupils' knowledge, including in relation to writing. When this is the case, pupils do not build on their prior learning as successfully as they could.

p.3

Curriculum and teaching Expected standard

Leaders carefully review the curriculum, teachers' practice and the impact of this work. They know what staff do well and where they need support. Leaders ensure that the right support is provided for staff when necessary, for example by enabling teachers to work together so that they can share best practice.

p.3

Early years Expected standard

Children receive a positive, calm and caring start to their education. They behave well, make healthy choices and become increasingly independent. Children develop appropriate knowledge and skills and are well prepared for Year 1.

p.3

Early years Expected standard

Leaders ensure that children get off to a great start, including by working with families and previous settings long before children start school. For example, they visit children and their families at home and welcome them into school so that they can become familiar with routines. Staff know children well. This helps them to adapt transition arrangements when children need extra support. As a result, children settle quickly, build trusting relationships and feel safe.

p.3

Early years Expected standard

Teachers' knowledge of the children and their community helps them to use shared interests across different areas of the curriculum in the Nursery and Reception classes. Staff interact positively with children and help them learn new words through conversations, stories, rhymes and songs. Children have regular opportunities to develop early literacy skills. For example, in the Nursery, children make marks around pictures they draw to represent their own names. This develops further in Reception as children learn how to form letters correctly and practise these accurately through both adult-led activities and play.

p.3

Inclusion Expected standard

Leaders have created a school where all pupils are valued and included. Staff identify pupils' needs promptly, including before children start school and when pupils join part way through the academic year. Teachers, pastoral staff, families and other professionals work together to plan support that helps pupils learn, attend regularly and feel secure. Teachers ensure that pupils' individual support plans focus precisely on their needs, and they use this understanding to design personalised classroom strategies. Generally, the adaptations that teachers make to their lessons work well, and pupils make progress from their starting points.

p.3

Inclusion Expected standard

Pupils with more complex needs receive tailored support in the 'Carroll' and 'Spielberg' provisions. Staff help these pupils to communicate, manage their emotions and develop independence. All pupils are included in the wider life of the school so that they can develop their social skills as well as a sense of belonging. Leaders use additional funding for disadvantaged pupils to support this. For example, there were no barriers to any pupils participating in a recent visit to the zoo. For the many pupils who are in the early stages of learning English, bespoke support given by the school helps them to succeed.

p.4

Inclusion Expected standard

Leaders prioritise smooth transitions for all pupils, whether they are joining the school or moving on to a new setting. This helps pupils to quickly become part of the school community. For example, staff use personalised transition plans, additional visits to previous schools, and close collaboration with families of pupils who need additional support.

p.4

Leadership and governance Expected standard

Leaders' positive work within their community is impressive. Parents who shared their views with inspectors were pleased with the efforts leaders make to include them in the life of the school.

p.4

Leadership and governance Expected standard

Leaders, including governors, know the school's strengths, areas for improvement and the barriers that pupils and families face. They act with integrity and make decisions that put Medway's pupils first, for example, by adapting communication and attendance support. Governors are aware of their responsibilities and fulfil them effectively. For instance, they provide appropriate support and challenge to leaders. Governors work well with wider partners, including the local authority and local triad partnership, to support leaders in their work to bring about improvement.

p.4

Leadership and governance Expected standard

Leaders provide supportive and effective professional learning opportunities for staff. For example, leaders work alongside staff while they teach and offer guidance and advice. Leaders consider staff workload and wellbeing when introducing change. Staff, including those new to the profession, say that they feel valued and are able to speak openly with leaders when they need to. Leaders evaluate the effectiveness of their work, including by considering feedback from staff, pupils and families. Leaders' analysis of the impact of some aspects of their work is not consistently precise enough to help them identify exactly which strategies make the biggest difference for pupils. As a result, there are occasions when strategies are not identified for further improvement as promptly as they could be.

p.4

Personal development and wellbeing Expected standard

Leaders provide a suitable personal development programme. The personal, social and health education curriculum sets out what pupils will learn so they develop their understanding of themselves and the wider world in an age-appropriate manner. For example, in Year 1, pupils celebrate what makes them unique, and Year 3 pupils learn about information that should not be shared online. Pupils in all year groups learn how to keep themselves safe, including through their learning about healthy relationships. Leaders ensure that pupils are well prepared for life in modern Britain. Typically, pupils develop an appropriate understanding of democracy, the rule of law, individual liberty and respect for others. Pupils are provided with opportunities to discuss and reflect, including about such themes as identity, culture, different languages, beliefs and the experiences of people from different backgrounds. They develop an appreciation of the cultures to which

p.4

Personal development and wellbeing Expected standard

they belong as well as those that are less familiar.

p.5

Personal development and wellbeing Expected standard

The school's support for pupils' wellbeing is particularly positive. Pupils form strong, trusting relationships with staff. They feel secure and confidently seek help when they need it, knowing that their voices will be heard and they will be treated with respect. Leaders provide individual support and work closely with families so that pupils who face barriers can take part fully in school life. They have ensured that disadvantaged pupils can, and do, access the same opportunities as their peers.

p.5

Personal development and wellbeing Expected standard

Leaders ensure that pupils develop their talents and resilience by participating in clubs, trips, performances, sports and leadership opportunities. They check which pupils take part and change the offer when they identify barriers. These changes help more pupils participate. Pupils gain an understanding of active citizenship through the school council and community activities. These experiences help pupils develop their confidence and sense of responsibility.

p.5