St Mary's CofE Primary School

What Ofsted said

From the inspection on 10 March 2026

Pupils enjoy coming to school. They belong to a community, where everyone cares for each other. This helps them to feel safe. Pupils receive the attention and support they need from adults, who have high aspirations for their futures. Leaders create an environment, where pupils feel valued and confident to ask for help when they need it. As a result, pupils want to be in school and attend well. Pupils, including those who are disadvantaged or vulnerable, access effective pastoral support. Because of this, pupils flourish. Over time, pupils have not achieved the outcomes they are capable of. Leaders know this and have taken effective action to improve the teaching and curriculum. Some pupils have gaps in their knowledge because these improvements are recent. Where this is the case, they typically participate in extra practise to help them catch up. In early years, children get off to a positive start and quickly learn to read, write and use basic number facts. Leaders place pupils' personal development at the heart of the school's work. The school's approach aligns with its values of love, hope, trust, respect, perseverance and friendship, which pupils display in their daily interactions. Pupils learn about diversity and that difference must be celebrated. They explain how to be responsible citizens in their community. Leaders support disadvantaged and vulnerable pupils to lead through house festivals. Pupils are polite and speak positively about their school, their peers and their teachers. Pupils' behaviour in class and around the school is typically calm and orderly. In class, most pupils try their best and enjoy their learning. Bullying is rare, but when it occurs, pupils know that staff will support them. Pupils are generally well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that pupils develop the key knowledge they need in handwriting, spelling and mathematical facts across the school.
• Leaders should develop the consistency of the implementation of the school’s curriculum and approach to teaching so that pupils develop detailed knowledge over time.
• Leaders should continue to develop systems for evaluating support for pupils with special educational needs and/or disabilities so that support is highly responsive to pupils’ changing needs.
• Leaders should ensure that opportunities for interactions in the early years are consistently maximised across the school day.

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