St Martin's Garden Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils across the school, including those who attend the school's specially resourced provision, are benefiting from recent improvements in the quality of teaching they receive. They demonstrate an enjoyment of their learning and many pupils want to share and celebrate the work they have produced. Leaders quickly identify the needs of pupils with special educational needs and/or disabilities, and those of disadvantaged pupils, so that barriers to their learning and wellbeing are reduced. However, over time, pupils achievement in national tests has remained low. Older pupils have legacy gaps in their knowledge, particularly in mathematics, that are proving more stubborn to close. Some pupils are not as well prepared for their next steps as they could be. The recent turmoil in the school’s improvement journey has caused some disquiet for pupils and their families. As staffing at the school stabilises, pupils are forming positive, trusting relationships with adults in the school. They behave well in lessons and around the school site. Pupils feel safe and are confident to share any worries or concerns that they may have. Any incidents of bullying are dealt with quickly and effectively. Celebration assemblies and the introduction of a house system are helping pupils to feel a sense of belonging. However, a significant number of pupils do not attend school regularly enough. Pupils benefit from an increasing range of leadership roles and opportunities beyond the academic. For example, taking part in clubs, such as art, sport, drama and choir. Pupils also have the chance to be a house captain or vice house captain. Equally, pupils who attend the school's specially resourced provision enjoy their participation in these activities and carrying out these important jobs. Some pupils act as role models for younger pupils by supporting with serving lunch and tidying up in the dining hall.

What the school should improve

• Leaders should further develop the consistency of the effective teaching practice that has been established, so that more pupils go on to achieve as well as they should in national tests and examinations. • Leaders should ensure that pupils, particularly those who are disadvantaged, who have gaps in their mathematical foundational knowledge and skills from their prior learning of the curriculum, are supported to secure this key learning and close these gaps quickly. • Leaders should continue to build upon the school's work to promote high rates of attendance, including intervening swiftly to support and challenge parents and carers whose children do not attend school regularly. • Leaders should further strengthen relationships with staff and parents to support more effective partnership in the school's continued improvement journey.

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