St Anne's Catholic Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils arrive happily each morning. Staff greet them warmly. They enjoy coming to school. Pupils know that staff treat them as individuals, listen to them and support their wellbeing. The relationships between staff and pupils are a strength of the school. Pupils and staff alike live by the school ethos of being ‘ready, respectful and safe’. They champion each other and value each other’s differences. Recent work to become a ‘School of Sanctuary’ has had a significant impact on pupils. It has helped them to learn about their place in the world and understand life in modern Britain. Pupils typically behave well in lessons and around school. They listen well and talk confidently with their peers about their learning. Pupils treat each other with respect and kindness. They say bullying is rare, but staff deal with it if it does. Staff give pupils a range of opportunities to develop their leadership skills. For example, play leaders effectively support pupils during outdoor play. The outdoor offer is a standout feature of the school. Through a wide range of play activities, pupils can develop problem-solving and social skills. During lunchtimes, all ages of pupils play harmoniously together to climb trees, play with sand and water, or dress up. Pupils typically attend school well. They have positive attitudes and enjoy their learning. Pupils appreciate the wide range of enrichment activities available to them. These include visits to the Houses of Parliament, the pantomime, sporting experiences and career talks. They are proud to belong to St Anne’s Catholic Primary School. Typically, pupils secure the skills they need to be ready for their next stage of education. Pupils broadly achieve in line with national expectations for reading and mathematics. This includes pupils who are disadvantaged. Staff provide effective support that helps to reduce pupils’ barriers to learning. As a result, pupils with special educational needs and/or disabilities typically make effective progress from their starting points.

What the school should improve

• Leaders should ensure that teachers identify and address misconceptions, ensuring that errors are corrected promptly so that all pupils secure the knowledge needed to progress confidently through the curriculum.
• Leaders should ensure that whole-school analysis of attendance and behaviour trends systematically identifies patterns and that these patterns are used to inform strategic decision-making and further refine provision.

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