St Paul's Catholic Primary School, a Voluntary Academy

What Ofsted said

From the inspection on 3 March 2026

St Paul’s is a happy, nurturing and safe school. Leaders have a thorough understanding of the school's context and priorities and they lead with care, integrity and humility. Everything staff do is for the benefit of pupils. Pupils show kindness and respect. They try their best at all times and demonstrate polite manners. They reflect when they make mistakes. The golden rules underpin the positive behaviour of pupils across the school. Unkind words are rare and dealt with swiftly by staff when they occur. Pupils' attendance is above national averages and very few pupils are persistently absent because pupils enjoy school and feel they belong. These positive habits begin as soon as pupils join the school in Reception, where children clearly enjoy coming to school. Teachers understand individual pupils’ needs, interests and potential. Staff expertise and teamwork ensure pupils receive the help they need, including those who need extra support to overcome any difficulties. Lessons are purposeful and engaging. Teachers explain concepts clearly and help pupils build on what they already know. Teachers check understanding and question pupils effectively. In Reception, children have a range of opportunities to develop intellectually, socially and physically. Pupils, including those with special educational needs and/or disabilities, achieve well and enjoy learning. Pupils leave St Paul’s ready for the next stage of their education. They are well-rounded, confident, articulate and sociable. They benefit from planned enrichments each term, such as visits to the Houses of Parliament, superhero day and theatre trips. Clubs are plentiful, including gardening in the polytunnel, which is enjoyed by many. Partnerships with parents and carers are especially positive, ensuring that families are fully engaged in supporting their children’s education.

What the school should improve

• Leaders should ensure that individual targets for disadvantaged pupils, including those with special educational needs and/or disabilities, are precise so that teachers can evaluate the impact of support and respond promptly to any emerging needs.
• Leaders should build on recent early years improvements to ensure a greater proportion of pupils leave Reception well prepared for Year 1.

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