St Paul's Academy

What Ofsted said

From the inspection on 23 June 2026

Pupils are happy, polite and respectful. They attend well. This is especially true for pupils who are disadvantaged. Pupils treat one another with respect and show maturity in their daily interactions. They are reflective and curious, and they speak with confidence. Pupils discuss sensitive topics in a thoughtful way. Pupils generally behave well. They build positive relationships with staff and greet them warmly each morning. They respond quickly when reminded to adjust their uniform or improve their behaviour. If any bullying or unkindness occurs, staff deal with it straight away. Pupils know who they can talk to if they feel worried, and they receive the support they need to stay safe and manage their wellbeing. Over time, pupils have not achieved as well in national examinations as they could have. Leaders have high expectations and have put support in place to improve the curriculum and teaching. Some pupils’ barriers to learning, including those with special educational needs and/or disabilities, have not been identified quickly. This means they do not always receive the right help at the right time. When pupils’ needs are identified, they receive targeted support to be successful. Pupils who are disadvantaged make secure progress. However, leaders recognise that there is more work to do. Pupils take part in a rich and ambitious personal development and wellbeing curriculum. The ‘St Paul’s Academy promise’ reflects the school’s Roman Catholic ethos. This ensures that pupils grow in faith, character and readiness for life in modern Britain. Pupils take on extensive student leadership roles, such as sports leaders, subject ambassadors, school librarians or mentoring younger pupils. Some pupils collaborate with the local authority to improve the local community, such as creating signage in parks. Pupils deepen their cultural understanding through trips to museums and theatres. They benefit from excellent careers guidance, which supports them to secure next steps in education, employment or training.

What the school should improve

• Leaders must ensure that pupils with special educational needs and/or disabilities (SEND) are identified quickly and accurately so that pupils receive the support they need to make effective progress.
• Leaders must ensure that the support for pupils with SEND is regularly reviewed to ensure that they are accessing a provision that is suitable for their needs.
• Leaders must ensure that all staff know and understand the needs of pupils with SEND and consistently use the best strategies to help pupils learn in the classroom.
• Leaders must ensure that teachers consistently check what pupils know and can do so that any misconceptions or learning gaps that pupils have can be quickly addressed.
• Leaders should ensure that teachers provide opportunities to extend and deepen the learning of pupils, including pupils with high prior attainment, to ensure that they achieve the best possible outcomes.

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