A PRIMARY school has been praised by the education watchdog for having 'ambitious staff'.

Princes Risborough Primary School has been inspected by Ofsted on October 10 and 11, receiving a 'good' rating for overall effectiveness, improvements from its previous rating of 'requires improvement.'

The categories of the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision also received 'good' grades.

The school is described as a place where all pupils are welcome.

It is noted that staff are ambitious for all pupils, regardless of their starting points.

To improve the school, leaders have undertaken many changes, including establishing a curriculum that meets pupils' needs successfully, which has enabled pupils to achieve well.

Expected standards for pupils are consistently set high and pupils are said to embrace the school's values of perseverance, respect, possibilities, and sharing.

Ofsted noted how pupils feel safe and behave well as they are confident that staff will act upon any breach of the school's 'golden rules.'

Pupils actively contribute to the school's leadership, with roles such as house captains, play leaders, eco-leaders, healthy eating ambassadors, and school councillors.

This inclusive approach fosters a rich sense of community within the school.

However, the report indicated there were areas for the school to address.

In some foundation subjects, the curriculum was new and consequently, activities given to pupils did not align well with the intended learning. This left gaps in pupils' knowledge.

This was also seen in the assessment practice, which was less precise in some foundation subjects, leading to less effective planning of teaching.

The school's provision for students with special educational needs and disabilities (SEND) earned high praise.

Effective systems are set in place to identify the help these pupils need.

The specially reserved provision for pupils with SEND are regarded as experts, supporting the students both academically and in wider development.

Early reading is taught well, with staff confidently executing a rigorous phonics program.

Worthy of mention was the variety of books in the school's library, resulting in pupils reading widely and often.

Leadership at the school was commended for creating a strong culture of teamwork.

Staff feels well supported and valued, and governors are proactive in carrying out their statutory duties.

In contrast, the areas recommended for improvement include ensuring teaching focuses consistently on pupils acquiring core knowledge identified in the curriculum, particularly for new foundation subjects.

Along with this, better utilisation of assessments in all subjects is required to help pupils develop their understanding and attain higher achievements across the curriculum.

While safeguarding at the school was found to be effective, the report concluded with advice to improve teaching and assessment practices to ensure better alignment with the school's curriculum.