St Sampson's Church of England Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils thrive at St Sampson’s. Their improving attendance is due to the way in which the school cultivates a strong sense of belonging. Pupils are fully included in all aspects of school life. The school reduces or removes barriers for pupils to ensure their full participation in the school’s wider offer. Compassionate staff develop warm relationships so that pupils feel safe to talk about any worries. Pupils are confident that staff will help to resolve any issues. Pupils’ behaviour is impeccable. They rise to the high expectations of behaviour that staff have for them. Children in the early years quickly learn the routines of school. Older pupils act as role models for younger pupils throughout school life, including at social times. Pupils say that if bullying happens, staff deal with it effectively. Typically, pupils learn the curriculum well and achieve in line with national expectations or make suitable progress from their starting points. This includes pupils who have barriers to their learning, who benefit from the school's work to address these. Consequently, most pupils are ready for secondary school. Pupils have a meaningful say in school life. They become positive members of the school community through many thoughtfully considered leadership roles. Pupils develop a deep understanding of individual liberty. They are given independence and influence the school, such as through organising their own clubs, including the ordering of equipment. ‘Guinea pig gurus’ and construction club are just some of the pupils’ favourites. Pupils also make a marked contribution to supporting others in their learning. For example, 'reading ambassadors’ help younger pupils improve their reading skills and develop a love for reading. Pupils develop the skills and confidence which help to prepare them for life beyond St Sampson’s.

What the school should improve

• Leaders should ensure that teachers identify and address misconceptions so that pupils do not make repeated errors, particularly in their writing.
• Leaders should continue, and further strengthen, their work to ensure that disadvantaged pupils receive the support they need to attain as highly as possible in reading, writing and mathematics.

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