St Mary's Church of England Primary School, Bradford Abbas

What Ofsted said

From the inspection on 6 May 2026

Pupils enjoy their time at St. Mary’s. They say that the school treats them as individuals. Pupils value that the school welcomes everyone because, 'Everyone is unique.' Pupils behave well in and around the school and get on well together. They enjoy their lessons and are keen to talk about their learning. Pupils are enthusiastic about the wide range of trips and experiences on offer. These include learning about the Romans, pantomime visits, residentials and the summer production. However, some pupils do not achieve as well as they should. They do not develop secure knowledge in reading, writing and mathematics. Leaders know there is more to do to ensure that all pupils gain the foundational knowledge they need to be ready for the next stage in their education. Pupils feel safe and say adults take good care of them and take any worries they have seriously. Pupils are confident that, if bullying happened, staff can be relied upon to sort it out. Older pupils say that behaviour in the school has improved since leaders simplified the school rules. Pupils appreciate the recently introduced leadership roles, such as the opportunity for pupils in Year 6 to support children in Reception. Parents and carers appreciate that they can talk to staff and that the school provides the information they need about their child’s education. Parents of children with special educational needs and/or disabilities are pleased with the support that they receive. Leaders have worked closely with staff to strengthen the quality of teaching. The school’s expectations of what pupils will learn and how they will behave in lessons has been clarified. Staff have improved the way that pupils with special educational needs and/or disabilities are supported in lessons. These actions are making it easier for those pupils to learn.

What the school should improve

• Leaders should continue to improve outcomes for pupils by ensuring that teaching quickly identifies and addresses gaps in pupils’ reading, writing and mathematics and that strategies are systematically and skilfully adjusted to make a sustained difference to pupils.
• Leaders should clarify the foundational knowledge that pupils, including those with special educational needs and/or disabilities and children in the early years, need to acquire to be ready for the next stage in their education. Leaders, including governors, should then closely monitor the progress of all pupils, ensuring that teachers focus on this key knowledge so that pupils are well placed to succeed.

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