Holy Family Catholic Primary School

What Ofsted said

From the inspection on 6 January 2026

Pupils are proud members of their happy and welcoming school. They value the warm relationships that they have with staff, which help them to feel, and be, safe. Pupils know there is always an adult in school they can talk to if they have any worries or concerns, including about bullying. They look after each other. Pupils attend school regularly. They are pleased about how they improve their behaviour over time and become independent. Leaders have high expectations of pupils, including those with special educational needs and/or disabilities. Staff take every opportunity to nurture and celebrate pupils’ achievements and wider success. There is a tangible buzz of excitement in every classroom as pupils eagerly join in with activities. They leave school well prepared for the next stage of their education. Leaders make sure that pupils develop a deep sense of their place in the wider world. For instance, pupils debate and explore a range of topics, such as animal extinction, global warming, homelessness and immigration. They demonstrate a mature appreciation of individual rights and mutual respect. One pupil captured the views of many saying, ‘Our differences are the thing that makes us all unique and special.’ Pupils relish the wide range of interesting and enjoyable activities that help them to stay active and healthy. They are particularly pleased with their role in creating and managing the ‘OLAF’ play programme. Pupils develop their hobbies and talents through the wide range of after-school clubs, such as singing, crochet, acrobatics and karate. The extensive careers programme enables pupils to learn about the different jobs they can pursue in the future. Pupils also learn about the wider world through an interesting range of trips and visits that bring learning to life.

What the school should improve

• Leaders should continue to ensure that teachers skilfully identify and address key gaps or misunderstandings in pupils’ learning, so that all pupils, including the youngest children, secure and embed the important knowledge they need. • Leaders should continue to ensure that staff are well trained to make timely adjustments in teaching, so that disadvantaged pupils and those with special educational needs and/or disabilities develop fluent spelling and handwriting skills.

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