Redlands Primary School

Redlands Primary School is a welcoming, inclusive local-authority primary that is performing at the expected standard overall. Safeguarding standards are met. Pupils feel safe, attend well and behave positively. Leaders have high expectations, an accurate view of the school’s strengths and priorities, and effective governance. Staff morale is high, and relationships with families are strong. The school has 313 pupils, is close to average in size, has an above-average proportion of pupils with EHC plans, and has no SEND resourced provision. Pupils achieve broadly in line with national averages, including disadvantaged pupils, and pupils with SEND make secure progress. Reading and phonics are strengths, and leaders have successfully improved writing and multiplication-check outcomes after earlier weaker results. Early years gives children a positive start, inclusion is a clear strength, and personal development is well planned. However, writing attainment has lagged overall and writing quality is not consistently maintained in the wider curriculum. In some subjects, knowledge is revisited too late, so pupils forget key content and vocabulary, and early years interactions are not always used to extend thinking. The next steps are to strengthen implementation of the writing curriculum across all subjects, improve pupils’ knowledge and vocabulary retention across the whole curriculum including early years, and ensure renewed policies and practices are fully embedded, consistently applied and robustly monitored. Overall, this is a school with a strong inclusive culture and clear capacity to improve further.

Strengths

• Safeguarding standards are met, with an open and positive culture.
• Pupils feel safe, cared for and a strong sense of belonging.
• Attendance is strong, with absence and persistent absence below national averages.
• Pupils behave well, follow the three school rules and bullying is rare.
• Reading and phonics are taught effectively, with phonics outcomes above national averages.
• Leaders have successfully improved writing and times tables outcomes after earlier weaknesses.
• The curriculum is broad, ambitious and well sequenced, with clear knowledge and vocabulary intentions.
• Pupils with SEND receive timely, precise support and access the same ambitious curriculum.
• Disadvantaged pupils achieve well, and pupil premium funding is targeted analytically.
• Early years provides a positive start, with warm relationships and purposeful learning.
• Personal development is coherent and includes effective relationships, health and citizenship education.
• Leaders and governors have an accurate view of the school and staff morale is high.

Areas for Improvement

• Writing attainment has historically lagged behind reading and mathematics.
• Standards of writing are not consistently maintained across the wider curriculum.
• In some wider curriculum subjects, knowledge is revisited too late, so pupils forget key content and vocabulary.
• Early years interactions do not always extend children's thinking and deepen learning.
• Renewed policies and practices are not always applied consistently across the school.
• New approaches need to be fully embedded and robustly monitored to secure consistently strong standards.
• Pupils could learn even better across the wider curriculum.

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 Redlands Primary School attended 96.0% of sessions (the national figure for primary schools was 94.8%). 7.3% 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, 1.0% of pupils at Redlands 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 Redlands Primary School had 23.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 28.0% 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, 14.4% of pupils at Redlands Primary School were on SEN support (nationally 15.4%) and 6.7% 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 Redlands Primary School received £6,392 and spent £6,457 for each of its 313 pupils. It ended the year with reserves of £296,000 (£946 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 Fareham · Hampshire local authority: places and applications

What is Redlands Primary School's Ofsted rating?

The latest Ofsted rating for Redlands Primary School is Expected standard, from an inspection in September 2026.

When was Redlands Primary School last inspected by Ofsted?

Redlands Primary School was last inspected in September 2026.

How many pupils does Redlands Primary School have?

Redlands Primary School has 313 pupils on roll.

What age range does Redlands Primary School cover?

Redlands Primary School for pupils aged 4 to 11.

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

In 2025, 67% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Redlands Primary School?

Redlands Primary School is at Redlands Lane, Fareham, Hampshire, PO16 0UD.