St Laurence Church of England School

What Ofsted said

From the inspection on 20 January 2026

Pupils feel a strong sense of belonging at St Laurence Church of England School. They describe it as a place where everybody is welcome and ‘where they come to grow’. Pupils benefit from attending school regularly. They behave with courtesy and kindness. Pupils strive to rise to meet the school’s high expectations throughout the day, including at breaktimes and lunchtimes. Social times are calm and sociable. Pupils enjoy playing together, often seeking out their ‘buddies’ to join in games. Pupils are committed and curious learners. They enjoy their learning and talk with enthusiasm about the subjects that they study. Pupils concentrate well in lessons and want to do their best. Leaders make sure that pupils who may face barriers to their learning or wellbeing are supported effectively so that they learn alongside their peers. Typically, pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, progress well through the curriculum. Positive and trusting relationships help pupils to feel safe. They know who to speak to if they are worried. Pupils trust staff to resolve any concerns should they arise. They are confident that adults listen and act quickly. Incidents of unkindness, including bullying, are rare and dealt with promptly and effectively. Pupils also learn how to keep themselves safe online. Pupils value the opportunities they have to contribute to the life of the school. They take pride in leadership roles, such as being religious education ambassadors, play leaders and house captains. Activities and clubs in reading, writing, music and sport help pupils to develop their talents and interests. Educational visits provide memorable experiences that deepen pupils’ learning. Pupils develop an understanding of how to be responsible members of their community. They participate in local events and visit care homes. These experiences help them to develop respect for others and prepare them well for later life.

What the school should improve

• Leaders should further embed consistent handwriting expectations and increase opportunities for practice so that pupils develop fluent, legible writing across all subjects. • Leaders should refine the use of assessment systems in the wider curriculum to ensure that staff are able to identify gaps in essential knowledge more precisely and address these swiftly. • Leaders should continue to strengthen approaches that develop pupils’ number fluency so that pupils are even better prepared for the next stages of their learning.

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