St Anne's Catholic Primary School

What Ofsted said

From the inspection on 13 May 2026

Pupils at this school live out its values in their daily interactions. Leadership roles help to give pupils a strong sense of responsibility and service. Pupils feel part of a close and caring community. They and their families are greeted in their first language as they arrive each morning. This reinforces the school's warm, inclusive culture. Community spirit is important to this school. This shared commitment strengthens relationships across the school and contributes to pupils' sense of belonging. The school is a friendly place where pupils feel safe and well supported. Staff use the 'St Anne’s Way' to teach pupils the behaviours expected of them. This contributes to the positive climate for learning and builds pupils' confidence. Leaders' work to strengthen pupils' resilience has contributed to their positive attitudes and high attendance rates. The majority of pupils behave remarkably well. The school provides appropriate support for those pupils who need help with behaviour. For example, there are quiet spaces around school where pupils can go if they need to calm down and be ready to learn. The support for pupils' wellbeing is a strength of the school. Leaders have taken steps to improve the school in recent times. Pupils now study a curriculum that is designed effectively and suited to their needs. Over time, teaching of the curriculum has also improved. Consequently, pupils are now better prepared for the next stages of their education. On the whole, pupils achieve well. This is generally reflected in national tests and assessments, where the school's results are broadly close to national averages. Pupils who face barriers to learning, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, receive additional support. Leaders also remove potential barriers that might limit disadvantaged pupils' success or sense of belonging in the school. While approaches to supporting pupils with SEND or other barriers are appropriate, the school is working on ensuring that these are used consistently to benefit pupils.

What the school should improve

• Leaders should build on their current work to strengthen consistency in teaching, including ensuring that there is a consistent approach to developing pupils' writing and oracy across subjects and year groups.
• Leaders need to continue improving the quality of inclusion by accelerating how quickly pupils with special educational needs and/or disabilities are identified. Furthermore, they must ensure agreed support strategies are used consistently across the school, including in early years.

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