Preshute Church of England Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Preshute Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Preshute Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Preshute Church of England Primary School on our interactive map.

About Preshute Church of England Primary School

Name Preshute Church of England Primary School
Ofsted Inspections
Headteacher Mrs Claire Hann-Perkins
Address High Street, Manton, Marlborough, SN8 4HH
Phone Number 01672512754
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 182
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Preshute Church of England Primary School is a friendly and inclusive school.

Staff and pupils have very positive relationships. The school's vision is lived out through all aspects of school life, including the curriculum. Pupils, staff and the community work together to 'live life and love learning'.

The school has high expectations for pupils' behaviour. Pupils are polite and well mannered. They understand the importance of tolerance and respect.

There is a calm and purposeful environment in classrooms and around the school. Pupils listen carefully and are eager to learn.

Pupils feel safe in school and learn how to stay safe online.

They ...feel confident to share any worries with trusted adults in school. There is a culture of support and kindness to others, which all at the school model well. Pupils value the welcoming atmosphere with one stating, 'Our school is like a second family.'

Pupils benefit from a wide range of trips and external visitors which enrich the curriculum. Pupils make contributions to their community. For example, artwork from the school's art enrichment week is displayed in a local gallery.

They recognise the impact their work can have on others beyond their school.

What does the school do well and what does it need to do better?

The school has designed a curriculum to meet the needs of all pupils. It is sequenced well so that pupils can build on their prior learning and deepen their knowledge as they progress through the school.

For example, pupils in Year 4 study classification in science. They learn to identify different animal groups. In Year 6, pupils consider how animals adapt to their environments.

The mathematics curriculum is well designed and ambitious. Pupils recall their mathematical knowledge well. They apply this to reasoning and problem-solving activities.

Pupils have not yet learned the full content of the curriculum as it has only recently been implemented. As a result, while pupils can describe their current learning in depth, they do not yet make links with their prior learning. Therefore, pupils do not develop a deep knowledge in all subjects.

The curriculum provides opportunities for pupils to learn from experiences. As a result, pupils engage well and enjoy their learning. The art curriculum is designed to build pupils' knowledge of significant artists and artistic styles.

Pupils enjoy experimenting with different media to express their creativity. The school has created a culture where pupils take risks in art and don't fear failure. As one pupil stated, 'You can't not be good at art!' Pupils enjoy using a range of technology through the computing curriculum.

They understand the importance of this in their everyday lives.

Children get off to a positive start in early years. Adults know the needs of the children well.

The curriculum supports children to develop their understanding in all areas of learning. Children form positive relationships with each other and build their independence well. They concentrate on tasks for sustained periods.

Children learn confidently both inside and in the outdoor setting. Staff adapt their teaching of the curriculum so that all children learn successfully. Children develop a positive attitude towards their learning.

Reading is at the heart of the curriculum. Pupils begin to learn to read as soon as they start school. The reading curriculum is well organised and sets out what pupils should know and by when.

Staff have the expertise to ensure that there is a consistent approach to the teaching of phonics. The school regularly checks pupils' phonics knowledge and identifies those who need extra support. These pupils receive the help they need.

Reading books match pupils' phonics knowledge accurately. This supports pupils to read with fluency. The focus on reading continues into key stage 2 where pupils develop their reading skills.

Texts are challenging which extends pupils' vocabulary as they move through the curriculum.

Pupils with special educational needs and/or disabilities (SEND) are accurately identified and supported. Information about how to support these pupils is shared effectively with teachers.

This means that pupils with SEND are supported well to learn and progress through the curriculum as well as their peers.

The curriculum provides many opportunities for pupils' personal development. Pupils understand about healthy relationships and know what it means to be a good friend.

They are kind to each other. As one pupil stated, 'You don't have to worry about bullying here – we're like one big team.' Pupils know how to keep themselves physically and mentally healthy.

They understand the importance of discussing their feelings. Pupils enjoy the many extra-curricular clubs, trips and enrichment opportunities on offer.

Governors have a thorough understanding of the school's strengths and priorities for improvement.

They provide meaningful support and challenge to the school. They manage resources well and hold the school to account to bring about improvement.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the intended curriculum is not yet consistent across all subjects and classes. As a result, pupils do not build on their prior knowledge and remember more over time. The school should continue to embed the curriculum so that pupils can deepen their understanding of what they study across the full breadth of the curriculum.

  Compare to
nearby schools