St Andrew's Church of England Primary School

What Ofsted said

From the inspection on 24 March 2026

St Andrew’s school has been through a period of instability that has impacted on the quality of education that pupils receive. This has reduced the effectiveness of the teaching and support that pupils receive. Over time, pupils have not had the support they need to become confident in reading, writing and mathematics. Consequently, the results that pupils achieve in national assessments are much lower than in other schools. Recent changes in school have resulted in improvements to pupils’ attendance and personal development, as well as the way in which the school keeps pupils safe. Pupils are safe and happy at school. They are well supported by caring staff and they are treated fairly. Pupils consider that bullying is rare. They trust that staff will help them if they are concerned about something. Pupils enjoy the wide range of subjects on offer and the extra opportunities they get. However, sometimes, pupils’ learning is disrupted by the behaviour of others during lessons. This makes it harder for pupils to learn. Most parents and carers who provided feedback to inspectors value the wide range of activities and events on offer. They generally consider the school to be a friendly place. Some parents are concerned about the way some pupils behave. New leaders have acted swiftly to ensure that disadvantaged pupils and those with special educational needs and/or disabilities get the support they need. Leaders are improving the information and support available to families. They are keen to offer additional support to families, for example by providing free breakfast club places and running their own food bank.

What the school should improve

• Leaders should reduce barriers to learning for pupils with special educational needs and/or disabilities, making sure that learning activities closely match what these pupils know and can do.
• Leaders should raise achievement by ensuring that all staff have the knowledge and support they need to quickly identify and address gaps in pupils' foundational knowledge.
• Leaders should clarify the school's expectations of pupils' behaviour in lessons, ensuring that rules and routines are clearly implemented by staff and understood and followed by pupils.
• Leaders and governors should ensure that actions designed to improve the school's performance are focused on identified priorities and are closely monitored.

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