St Martin de Porres Catholic Primary School

What Ofsted said

From the inspection on 20 January 2026

At St Martin De Porres, pupils learn and play in a calm, nurturing environment where they feel safe. They speak warmly about school and treat adults and one another with respect. They behave very well in lessons, which keeps classrooms purposeful and ensures pupils are focused on learning. Staff listen to pupils and provide excellent support for their wellbeing. Pupils trust staff and ask for help when they need it. Leaders do not tolerate bullying. Staff act at once if concerns arise, and pupils are confident that they will sort issues out. Pupils enjoy their learning and approach tasks sensibly. Staff support pupils to know and remember more so that they are increasingly well prepared for their next steps. Typically, staff know pupils’ starting points and reduce barriers that might affect how well pupils learn. Pupils with special educational needs and/or disabilities use 'The Nest' as a nurturing space to regulate and reset for learning. This helps them to re-engage successfully in lessons and at social times. Pupils with other barriers that impact their engagement with school life receive focused support. This helps them to progress well through the curriculum. The school’s inclusive culture stands out. Equal access to sport strengthens belonging and fairness. Pupils talk proudly about boys and girls getting the same opportunities. This builds confidence, teamwork and respect. Pupils feel welcome, included, listened to, seen and valued. Most attend regularly. Leaders work highly effectively with families whose children miss school to improve their attendance rapidly. Pupils learn to debate ideas kindly and listen with care. They celebrate and respect differences alongside any shared characteristics. Pupils learn very quickly about the importance of 'loving' everyone equally. This is lived out in their daily lives. These experiences help pupils contribute positively to the school and the wider community and prepare them for life in modern Britain.

What the school should improve

• Leaders should ensure that writing tasks for pupils in key stages 1 and 2 align to phonics ability so that pupils secure firm foundations and are not given tasks that they are not ready for.
• Leaders should continue to develop the outdoor area in the early years so that children have access to a range of activities that span all the areas of learning both inside and outside.

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