St Christopher's Catholic Primary School

What Ofsted said

From the inspection on 12 May 2026

Kind words and familiar faces welcome every pupil to this school each morning. This reflects the school's Catholic values of caring, learning and inspiring. Pupils feel safe, valued and known as individuals. Staff hold high aspirations for every pupil, whatever challenges they face. Pupils with special educational needs and/or disabilities receive effective support. This aids their learning and helps them thrive. Pupils are proud to belong here. Pupils enjoy their learning. Even so, gaps remain. Phonics outcomes are below national expectations and pupils do not recall multiplication tables with sufficient fluency. The school is working to address these gaps so that pupils build the secure knowledge they need. Pupils behave well. Relationships across the school are nurturing and staff respond to difficulties with care and consistency. Bullying is rare. When it does happen, it is dealt with quickly. Pupils know which adults in school they can speak to if they are worried. They say they feel safe. Too many pupils, particularly those from disadvantaged backgrounds, miss too much school. This affects their learning and their chance to enjoy everything the school has to offer. Pupils enjoy a wide range of enriching activities and experiences. Leaders make sure that no pupil misses out, with support in place for the cost of taking part. Pupils take on meaningful leadership roles, including as prayer leaders and school councillors. These opportunities reflect the school's Catholic character and help pupils grow in confidence and responsibility. From the moment children start in Nursery, learning to communicate and read is a priority. Staff develop children's vocabulary with skill and purpose. In Reception, children learn to read through a structured phonics programme. They speak about their learning with confidence. Pupils are well prepared for the next stage of their education and for life in modern Britain.

What the school should improve

• Leaders should develop their work with external agencies so that barriers to attendance translate into sustained reductions in absence, particularly for disadvantaged pupils who are persistently absent.
• Leaders should strengthen the teaching of phonics and multiplication tables so that all pupils develop important foundational knowledge and achieve outcomes that reach national averages.
• Leaders should ensure that teachers regularly check pupils' understanding and address gaps in learning promptly, including those arising from absence.

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