St Anne's Catholic Primary School

What Ofsted said

From the inspection on 17 March 2026

Staff make pupils feel welcome at St Anne's Catholic Primary School. They enjoy school because teachers value them and know them individually. Pupils often skip into school, eager to begin learning. Pupils' enjoyment of learning motivates them to attend school. The school's curriculum is broad and ambitious. Pupils, including those who face barriers to their learning, typically build their knowledge over time. They are prepared effectively for their next stages of education. By the end of Year 6, pupils generally achieve well, in line with national expectations. In 2025, this was not the case for pupils' writing scores. As a result, leaders have taken a proactive approach to address this. Children in the early years begin their schooling securely. They build their knowledge of new words, numbers and the world around them fully, preparing them for future learning. Pupils show determination to do their best. Bullying is rare. This helps pupils to feel safe in school. Pupils trust that staff will resolve any behaviour issues quickly. Pupils behave well in lessons and move around the school calmly. Playground buddies model high expectations for younger pupils at lunchtimes by teaching them how to cooperate and be kind to each other. Pupils make excellent use of the school’s impressive wider enrichment opportunities. For example, residential visits that take place throughout Years 4 to 6 enable pupils to take on a wide variety of outdoor pursuits. This builds their independence and resilience. Leaders have carefully designed experiences so that pupils become active citizens within their locality. For example, pupils raise money for local charities, deliver donations and take part in local council events. Pupils develop an understanding of economic education, learning how to budget effectively and distinguish between wants and needs.

What the school should improve

• Leaders should further refine their oversight of pupils' progress, including those with special educational needs and/or disabilities (SEND), so that the school has clear and detailed evidence to promote even stronger pupil achievement.
• Leaders should support staff, including those in the early years, to close gaps in pupils' writing skills. They should ensure that progress in writing, especially for those pupils who need to catch up, is consistently positive.

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