Mather Street Primary School

What Ofsted said

From the inspection on 14 April 2026

Pupils at Mather Street Primary love coming to school. Staff warmly welcome them at the start of each day. Clear routines help pupils settle quickly to their learning. For example, children in the early years make a prompt start to their day because they know what is expected of them. Pupils are happy. They build positive relationships with their peers and the caring and supportive staff. Pupils feel included in school life. They are proud to be a member its community. The way in which their differences are celebrated enriches pupils' personal development. They learn about different cultures and beliefs. They are tolerant and respectful of others. Pupils feel safe, and they are kept safe in school. Pupils enjoy learning about interesting topics in the subjects that they study. Their experiences extend beyond the curriculum. This helps engage pupils’ interest, deepen their knowledge and raise their aspirations for the future. For example, older pupils participate in mock trials and hold debates before a magistrate. Pupils also have a wide range of opportunities to develop their talents. Extra curricular clubs are designed to match pupils' interests. Generally, pupils are well prepared for their next steps in learning. Staff address pupils’ individual needs effectively. This includes pupils with special educational needs and/or disabilities and those with other barriers to learning. Pupils across the school behave well. They typically have positive attitudes towards their learning. Pupils say they feel safe from the harmful effects of bullying because occurrences are rare. This is because staff deal with misbehaviour effectively. Despite recent improvements, the expectations for pupils’ attendance are not high enough to ensure that this is similar to pupils nationally. These pupils miss out on the range of exciting opportunities available at school.

What the school should improve

• Leaders should work more effectively with parents and carers to address the persistent absence of some pupils so that they do not miss out on the wealth of opportunities available for their personal development.
• Leaders should ensure that teachers address weaknesses in some pupils' handwriting skills so that these pupils write legibly and accurately across the curriculum.
• Governors should ensure that they have a clearer oversight of the achievement of some vulnerable pupil groups.

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