St Leonard's Church of England Primary School

What Ofsted said

From the inspection on 28 April 2026

Pupils enjoy coming to this highly inclusive school, where everyone matters. Pupils generally attend school regularly and arrive with a positive attitude, ready to learn. Leaders know, however, there is more work to do to ensure that all pupils attend as regularly as they should. Pupils are warmly welcomed by caring staff who know them and their needs well. Consequently, pupils feel they belong. Pupils behave well, consistently. This is because staff model and reinforce high expectations for behaviour. Pupils say that bullying does not happen at St Leonard’s but they know staff will help them if there is a problem. This means that pupils feel safe. In lessons, pupils settle quickly and show dedication to their learning. Staff generally present information clearly. They make precise adaptations to ensure that all pupils, including those with special educational needs and/or disabilities (SEND), can actively participate in lessons and make progress from their starting points. Pupils’ core skills are prioritised. Leaders have taken action to develop the curriculum and improve teaching, particularly in reading. This means that pupils now learn to read more effectively and gaps in learning across the curriculum are beginning to close. While some pupils make rapid progress from their starting points, overall achievement is not as high as it should be, however. Pupils benefit from a comprehensive personal development and wellbeing programme that is carefully tailored to pupils’ needs, including those who are disadvantaged or have SEND. Pupils learn how to stay safe, keep healthy and become responsible citizens who respect others. They embrace opportunities to develop their talents and interests through a broad range of extra-curricular activities and enrichment opportunities. These help pupils become confident, independent and well prepared for life beyond school.

What the school should improve

• Leaders should continue to ensure that pupils learn to read well thanks to sufficiently embedded and skilful phonics teaching across the school.
• Leaders should ensure that consistently high-quality teaching supports pupils to apply key knowledge and skills effectively across the curriculum, driving up standards of achievement.
• Leaders should continue to implement their clear and strategic plans to secure ongoing and rapid improvement across the school’s work, particularly in relation to attendance and achievement.

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