St George's CofE Primary Academy

What Ofsted said

From the inspection on 16 June 2026

Pupils at St George’s are part of a welcoming and inclusive community. Safety, care and positive working relationships with staff and their peers shape everyday experiences. Pupils feel secure because staff are vigilant and respond quickly to concerns. They ensure that families receive timely support when needed. This helps pupils to feel confident and ready to learn. Pupils arrive happily and enjoy calm starts to the day. They play together well and feel a sense of belonging. Pupils behave well, follow routines and treat one another with respect. Support is available to help pupils recognise and manage their feelings. Staff create a calm and cooperative school where bullying is rare. In lessons, pupils are typically engaged and develop secure curriculum knowledge and skills. This is particularly evident in the early years, where pupils get off to a flying start. Consistent teaching approaches help them develop their early reading, writing, mathematical and social knowledge and skills with confidence. Across the wider curriculum, pupils gain a broad range of knowledge. Appropriate support helps most pupils achieve expected outcomes by the end of Year 6. Pupils enjoy a wide range of after-school clubs and enrichment opportunities. These include cultural experiences, such as organising an art exhibition in a local gallery. Pupils enjoy practical activities like looking after the school's chicken and other small animals. These opportunities help to build pupils' confidence, teamwork and responsibility. They take pride in contributing to the community, for example, representing the school at the 'field gun' club and singing at the local elderly residential home. The school’s inclusive ethos ensures that pupils from different backgrounds feel valued and develop respect for diversity. Pupils grow into responsible and respectful individuals. They benefit from a nurturing environment where they feel they belong and are supported to thrive socially and emotionally.

What the school should improve

• Leaders should ensure that teachers consistently use assessment information to precisely match learning to pupils’ needs and abilities, drawing on the growing expertise of subject leaders to further refine support, challenge and provision across the curriculum.
• Leaders should further strengthen their work with parents and carers by developing consistent, supportive communication and early-help approaches that continue to build trust, deepen parents’ understanding of the importance of regular attendance and address barriers to attendance effectively.
• Leaders should strengthen pupils’ personal development by ensuring that pupils develop a secure and detailed understanding of fundamental British values, including how these apply in everyday school life and the wider community.

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