St Anthony's Voluntary Catholic Academy

What Ofsted said

From the inspection on 13 January 2026

This is a school with a warm, calm and supportive ethos. Pupils feel safe, included and known as individuals. In the words of one pupil, representing the views of many, ‘Everybody is treated the same at this school, we all have a say. Teachers listen to us.' Pupils behave well in lessons and at social times because expectations are clear and staff model respect. Pupils say that staff help them and act quickly, when concerns arise. Bullying is rare, and if it does happen, pupils trust staff to deal with it effectively. Pupils attend more regularly than in recent years because leaders remove barriers and keep in close contact with families. Pupils enjoy their learning. They talk with pride about the books they read, the mathematics they practise and the wider experiences that bring learning to life. Children in the early years settle quickly because staff build positive relationships and create spaces that help them communicate, play and explore. Pupils who face extra challenges, including disadvantaged pupils, those with special educational needs and/or disabilities and those known to social care, give them support so they can take part in lessons and make progress. Pupils develop confidence through leadership roles. For example, pupil librarians support younger children with reading. Pupils enjoy clubs, such as indoor board games, football and drama club. They love being part of musical theatre productions and enthusiastically sing rousing songs in the hall. They talk fondly about trips and visits they have made to various cities. Improvements to teaching and the curriculum mean that pupils are building knowledge more securely than they have done in the past. Nevertheless, as these improvements are recent, some gaps remain in pupils’ reading, writing and mathematics knowledge. Over time, pupils have not achieved as well as they should, including in national tests. Pupils know staff want the best for them. They leave the school increasingly ready for the next stage of their education.

What the school should improve

• Leaders should embed recent curriculum improvements to ensure pupils gain the knowledge and skills needed to access more complex learning and to improve published outcomes over time. • Leaders should ensure that expectations for handwriting, spelling and letter formation are applied consistently across subjects so that pupils develop accurate and fluent writing. • Leaders should ensure that high-quality interactions are applied consistently in the early years so that children develop their vocabulary and make progress from their starting points.

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