St Anne's Catholic Primary School

What Ofsted said

From the inspection on 24 June 2025

Pupils are cared for and loved in the St Anne's 'family'. It is a school where all are welcomed and nurtured. Pupils are warmly met by friendly staff. They enter school happily. Staff know the pupils well. Relationships across the school are strong. Pupils have trusted adults whom they can talk to, and they feel safe. Pupils show kindness to others and have exceptional manners. They are incredibly proud of their school. Pupils enjoy their lessons and talking about what they have been taught. The school has high expectations for what pupils will achieve. Pupils rise to these high expectations. They achieve well, including those with special educational needs and/or disabilities (SEND). Pupils behave very well. From the early years to Year 6, pupils are taught how to be good friends, and they learn how to manage their emotions. The children in the Reception Year benefit from strong relationships with their Year 6 'buddies' who help them to settle into school quickly. Pupils excel through the wider opportunities that are available to them. They play an active role in the school and the local community. Pupils have many responsibilities such as safeguarding champions, eco-councillors and sports ambassadors. Pupils enjoy extra- curricular clubs such as football, choir, drama and yoga. They also benefit from visits to places of interest, such as museums and residential trips. These opportunities help pupils to deepen their knowledge about what they have learned.

What the school should improve

• The school does not provide pupils with sufficient opportunities to build their writing skills as they progress through the school. Pupils do not achieve as well as they could in writing. The school should ensure that pupils are provided with regular opportunities to master the skills they need to write with fluency and accuracy.
• In some subjects, the school has not identified the most important knowledge in the curriculum. Where this is the case, pupils do not build on prior learning and develop a deep understanding of subject-specific content and concepts. The school should further refine its curriculum so it clearly identifies the knowledge it expects pupils to learn.
• Sometimes, the school, including governors, does not have sufficient insight into the implementation and impact of the curriculum in some subjects. At times, this hampers them from identifying strengths and areas to develop in the curriculum. At times, this prevents pupils from learning as much as they could. The school should improve how it identifies and addresses areas for improvement in curriculum delivery.

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