Christ Church First School

What Ofsted said

From the inspection on 13 January 2026

Pupils prosper in this calm and inclusive school. Staff know pupils and their families well. They build positive relationships based on trust. Staff identify any barriers pupils face and use their expertise to provide the right support. This ensures that pupils across the school, including those with special educational needs and/or disabilities and those who are disadvantaged, are able to succeed. The rapid improvement brought about by leaders, supported by the trust, helps pupils to enjoy learning. Pupils generally talk with enthusiasm and have positive attitudes to their work. Typically, pupils achieve well and are ready for the next stage in their education. Pupils and staff are proud to be part of their school and its community. There is a clear sense of belonging. Pupils play well together during break times. This begins in the early years where children enjoy cycling around the playground on bikes and trikes. During lunchtime, pupils sit in a family-style seating arrangement and enjoy talking to one another and staff. As a result, social times are harmonious and enjoyable for pupils and adults. Most pupils respond well to the school’s high expectations for behaviour. This starts in the early years where children get off to a great start. They quickly settle into routines, take turns and make friends. Pupils feel safe. They know how to keep themselves safe online and how to stay healthy. Bullying is rare. Pupils know that if it does occur, adults will deal with it swiftly. Attendance continues to be a priority for the school. Leaders work closely with families and external agencies to provide the support pupils need to attend well. This is having a positive impact on improving attendance for all pupils. The school promotes tolerance and an appreciation of diversity. It champions causes that directly impact its community. This includes the school’s ‘Shine’ award for supporting pupils with spina bifida. These experiences prepare pupils well for life in modern Britain.

What the school should improve

• Leaders should continue to ensure that staff develop the necessary expertise so that their interactions consistently support the development of children’s communication and language skills. • Leaders should ensure that the curriculum supports pupils to secure the important foundational knowledge they need, particularly transcription and sentence structure, before moving on to more complex tasks. • Leaders should ensure that pupils consistently develop a depth of knowledge and skills across all curriculum subjects.

Read the full Ofsted report (opens in a new tab)