St James' Church of England Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils enter school happily each day. They settle quickly to their learning because of the well-established routines and their positive attitudes to schools. Pupils are proud to belong to this nurturing and caring school. Some pupils commented that their school is one big, beautiful family. Pupils are safe and feel safe. They trust adults to resolve any unkindness, including bullying. They know who to turn to when they need help. Pupils enjoy their learning. The well-designed curriculum enables them to build a secure body of knowledge and achieve well. Typically, pupils are ready for the next stage of education. Leaders quickly identify pupils’ needs and barriers to their learning, wellbeing and attendance. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders make sure that these pupils receive the support that they need in order to thrive. Pupils, including children in the early years, make life-long friends during their time at school. They are kind to each other and respectful of adults. They behave well in class. Pupils who find it difficult to manage their emotions are well supported to get back on track so that learning is not disrupted. On the whole, different groups of pupils attend school regularly. Pupils benefit greatly from the broad range of trips and visitors to the school which enhances their learning and helps them to make sense of the world around them. Their talents and interests are fostered through many different clubs, including chess, crochet, music and sports. Pupils benefit from opportunities to help them keep fit and active. Children in the early years who need additional help to manipulate objects, such as a pencil, receive the support that they need to make sure they secure the foundations for later learning.

What the school should improve

• Leaders should build on the recent improvements to the mathematics curriculum and the way that it is taught so that all pupils, especially disadvantaged pupils, achieve as well as they should in this subject.
• Leaders should continue to strengthen their use of the information that they hold about pupils’ barriers to regular attendance at school, so that rates of persistent absence reduce, especially for pupils with special educational needs and/or disabilities and disadvantaged pupils.
• The trust and local governing body should increase its oversight and challenge of the school’s work to further support leaders in their drive to bring about improvement at the school.

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