St Martin's Catholic Primary School and Preschool

What Ofsted said

From the inspection on 21 April 2026

Pupils feel proud to belong to St Martin’s Catholic Primary School and Pre-School. Pupils arrive each morning happy and ready to learn. They enjoy seeing their friends and are greeted with a smile by staff who know them well. Staff care for every pupil and make sure that pupils feel safe. Staff give extra support to those pupils who need it most and link effectively with parents and carers. As a result, children settle well and thrive. Everyone feels welcome and valued, including those pupils who arrive during the school year. Staff help pupils to become lifelong learners with aspirations for the future. In lessons, pupils grow in curiosity and learn to work independently. They understand that effort leads to success. Pupils achieve well from their starting points. Staff support pupils with special educational needs and/or disabilities effectively so they can learn alongside their peers. By the end of Reception and Year 6, most pupils are ready for the next stage of their education. They secure important skills in reading, writing and mathematics. These skills help them to succeed in other subjects such as science, French and history. Pupils enjoy a wide range of experiences such as performing in a Shakespeare play, learning to play a brass instrument or competing in sports' competitions. Many pupils take on leadership roles such as 'eco hero', junior safety officer and school council member. Pupils wear their special badges with pride. These opportunities help pupils to grow in confidence and understand responsibility. Pupils behave very well. They show respect and good manners. In lessons, they listen carefully and focus on their work. Bullying is not accepted. Pupils trust staff to deal with any concerns quickly and fairly. Most pupils attend well and those that do not attend often enough are supported by leaders to improve.

What the school should improve

• Leaders should maintain their focus on improving attendance so that it is at least in line with national averages, particularly for pupils with the lowest attendance, so that these pupils do not miss out on essential learning.
• Leaders should further embed the curriculum through effective systems for teaching, assessment, intervention and monitoring so that all pupils achieve consistently well. This includes increasing the proportion of pupils who reach the higher standard in reading and ensuring that disadvantaged pupils achieve as well as their peers in reading, writing and mathematics.
• Leaders should develop the continuous provision in the pre-school and the Reception class so that it consistently enables children to develop a deep understanding across all seven areas of learning, including through purposeful use of the outdoor environment.

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