Our Lady of Fatima Catholic Primary School

What Ofsted said

From the inspection on 14 July 2026

Pupils love coming to school and attend well. They quickly develop a sense of belonging in this inclusive school, where every child is known. Staff greet pupils warmly when they arrive. Most pupils arrive on time. They settle quickly into established routines. This helps them to begin their learning without delay. Pupils and staff ‘live, love and learn’ harmoniously together. Everyone has high aspirations for what pupils can achieve. Pupils understand that if they work hard, they will succeed. In lessons, pupils listen carefully and complete the work given to them. In most cases, pupils show pride in their work. Staff act quickly to remove any barriers to learning and wellbeing, including for disadvantaged pupils. As a result, by the time they leave, they are well prepared for the next stage of education. Pupils enjoy a wide range of enrichment and leadership opportunities outside of the taught curriculum. Many learn to play a musical instrument and take part in performances. This develops pupils’ confidence. Pupils also develop an understanding of their place in the wider world. They do this through fundraising, community litter picks and seed planting in the prayer garden. Pupils care about the world around them and act responsibly as global citizens. Pupils behave well and feel safe in school. They have trusted adults they can turn to if they need help. They know adults will respond quickly, for example, if bullying occurs. Pupils know how to stay safe and look after their mental health. They have a range of strategies to help themselves to stay focused in class, through their individual and class ‘toolkits’. Older pupils understand their responsibility to act as role models for younger pupils. By the time they leave for secondary school, pupils are confident, resilient and ready for life in modern Britain.

What the school should improve

• Leaders should ensure that teaching approaches and expectations are consistent across the school and subjects so that pupils produce high-quality work routinely.
• Leaders should make sure that teachers check and address errors in pupils' work more precisely so that these do not become embedded over time.
• Leaders should strengthen the consistency of high-quality staff-child interactions across the early years, ensuring that all staff use questioning and vocabulary modelling that deepens learning.

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