Wraysbury Primary School

Wraysbury Primary School has improved substantially since its previous inspection and is now judged good across all key areas, including early years provision. Under current arrangements, no overall effectiveness grade is given. This is an average-sized community primary school where pupils are happy, feel safe and benefit from caring, nurturing pastoral support. Pupils behave well, have positive attitudes to learning and treat each other with respect, including in Reception, where children collaborate and follow routines well. Leaders, staff and governors have worked relentlessly to improve the curriculum and teaching. Pupils now benefit from a broad, ambitious and well-sequenced curriculum, and they achieve well, including in writing and mathematics, where outcomes had previously been weaker. Pupils with SEND are identified accurately and supported effectively, and pupils with significant gaps in learning receive bespoke help to catch up. Reading and writing are prioritised, attendance has improved significantly, and pupils benefit from wider opportunities such as swimming, performing to live audiences and taking on leadership roles. Safeguarding arrangements are effective. There are still areas to improve. Support for some pupils who struggle with reading, particularly in key stage 2, is not consistently effective, meaning a few pupils do not learn important phonics knowledge swiftly enough. In some subjects, gaps in pupils' knowledge and understanding are not addressed well enough before pupils move on to new learning, and assessment information is not used consistently across the whole curriculum to help all pupils achieve as well as they could.

Strengths

• Pupils are happy, feel safe and benefit from caring, nurturing pastoral support.
• Pupils behave well, have highly positive attitudes to learning and treat each other with respect.
• Children in Reception learn to collaborate, follow routines and organise themselves independently.
• The broad, ambitious and well-sequenced curriculum has improved significantly.
• Pupils with SEND are identified accurately and supported effectively to access the curriculum.
• Teachers have strong subject knowledge and explain new learning clearly.
• Reading and writing are prioritised, and most pupils leave with the skills needed for key stage 3.
• Pupils write confidently with accurate spelling, punctuation and grammar.
• Attendance has improved and persistent absence has decreased significantly.
• Pupils benefit from wider opportunities such as swimming, performances and pupil leadership roles.
• Governors provide appropriate challenge and support, and staff feel valued.
• Safeguarding arrangements are effective.

Areas for Improvement

• Support for pupils who struggle with reading is not consistently effective, particularly in key stage 2.
• In some subjects, gaps in pupils' knowledge and understanding are not addressed well enough before pupils move on.
• Assessment information is not used consistently across the whole curriculum to help all pupils achieve as well as they could.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Wraysbury Primary School attended 93.0% of sessions (the national figure for primary schools was 94.8%). 21.2% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Wraysbury Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Wraysbury Primary School had 18.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 19.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.7% of pupils at Wraysbury Primary School were on SEN support (nationally 15.4%) and 4.4% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Wraysbury Primary School received £7,682 and spent £7,910 for each of its 320 pupils. It ended the year with reserves of £1,000 (£2 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Staines · Windsor and Maidenhead local authority: places and applications

What is Wraysbury Primary School's Ofsted rating?

The latest Ofsted rating for Wraysbury Primary School is Good, from an inspection in September 2025.

When was Wraysbury Primary School last inspected by Ofsted?

Wraysbury Primary School was last inspected in September 2025.

How many pupils does Wraysbury Primary School have?

Wraysbury Primary School has 320 pupils on roll.

What age range does Wraysbury Primary School cover?

Wraysbury Primary School for pupils aged 4 to 11.

What are Wraysbury Primary School's SATs (KS2) results?

In 2025, 50% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Wraysbury Primary School?

Wraysbury Primary School is at Welley Road, Wraysbury, Staines, Middlesex, TW19 5DJ.