Holy Family RC Primary School

What Ofsted said

From the inspection on 17 March 2026

Pupils enjoy a real sense of belonging at this school. Some describe it as feeling like being part of a family. They are safe and cared for well in this warm, welcoming environment. Pupils typically achieve well. They benefit from a well-taught curriculum. Leaders and staff are considerate of pupils’ individual needs, which means that their barriers to learning are often reduced. As a result, most pupils make positive progress through the curriculum from their own starting points. Pupils get along well with each other. They enjoy each other’s company and make a conscious effort to include their classmates in activities, particularly when someone has physical or social barriers that make participation more difficult. Their attitude is that no one should be left out. Pupils are kind and tolerant of other people’s differences. They rarely experience bullying or harassment at school thanks to their respectful attitudes towards others. Leaders act quickly when occasional issues arise. Pupils are well behaved. This includes children in the early years. Pupils move through school sensibly, often greeting adults with a smile or sometimes even a handshake. In their lessons, pupils conduct themselves well and engage positively in their learning. Pupils have a positive attitude to their education. Pupils typically attend school regularly, which means that they do not miss out on important learning. Pupils are prepared for life in modern Britain. They engage in a wide range of pupil leadership opportunities to make positive contributions to their school and community. For instance, they perform in local carol singing services and actively support various charities, which develops their sense of community spirit. Pupils’ schooling is enriched through a range of broader experiences. These include visitors, educational trips and a residential visit. Pupils access a positive extra-curricular offer that includes sporting clubs, choir and eco club.

What the school should improve

• Leaders should ensure that staff routinely carry out effective checks on pupils’ learning, responding with support that consistently addresses pupils’ errors and misconceptions.
• Leaders should ensure that new handwriting and spelling approaches that they have introduced are embedded effectively so that pupils become more proficient in these areas.
• Leaders should ensure that the interactions with children in the early years are consistently purposeful and high quality, maximising opportunities to consolidate and deepen children’s understanding across all areas of learning.

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