St Augustine's Catholic Primary School

What Ofsted said

From the inspection on 10 December 2025

The caring staff at St Augustine's welcome pupils into a calm atmosphere at the start of each day. Pupils feel safe because of the positive relationships they have with staff. Pupils behave well in lessons and at breaktimes. They feel that staff act quickly to address any rare signs of bullying. Those who are new to the school are quickly included in the school community and find it easy to make friends. Children in the early years settle quickly into routines and enjoy their learning experiences. The majority of pupils attend school regularly and have positive attitudes towards their education. They know routines well, which ensures that no time is wasted when starting their work. Staff address barriers to learning so that pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND), are prepared for their next steps. By the end of key stage 2, pupils achieve broadly in line with national averages. There is a wide range of activities in place to further pupils' personal development, including events such as a careers week, where visitors share their workplace experiences to help raise pupils' aspirations. Pupils also enjoy a range of clubs, such as those for singing, art and LEGO. All pupils, including those with SEND, those who are disadvantaged and those who speak English as an additional language, are included in all aspects of school life. Older pupils gain confidence and pride by taking on leadership responsibilities in the school. For example, pupils' roles include being a school councillor, junior safety officer or being a subject ambassador. Pupils also gain an understanding of equality and fundamental British values to ensure that they are well equipped for life in modern Britain.

What the school should improve

• Leaders should set out clear, measurable aims for pupil premium funding so that aspirations for disadvantaged pupils' learning are raised further. Governors should use this information to evaluate precisely the impact of each action on pupils' outcomes.
• Leaders should ensure that precise assessment information is used consistently across the school, including in the early years, to guide teaching so that pupils build secure subject knowledge in all areas of the curriculum.
• Leaders should analyse attendance information with greater precision to reduce persistent absence for the small number of pupils who continue to miss too much school.

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