St Teresa's Catholic Primary School, Devon Street

What Ofsted said

From the inspection on 2 December 2025

Pupils are proud to attend this school, where staff know each child as an individual. Staff greet pupils and their families warmly each morning. This helps pupils feel safe and ready to learn. In lessons, pupils take part in activities with enthusiasm. In the Reception Year class, children typically gain the key knowledge and skills that they need for Year 1. At the end of key stage 2, pupils tend to achieve well in national tests. They are well prepared for secondary school. There is some variation in how well some pupils achieve as they move through the school. Some disadvantaged pupils, those with special educational needs and/or disabilities (SEND), and those known to children's social care do not make the progress that they should. Leaders' checks on learning are not precise enough to spot gaps in knowledge or misconceptions. This, together with a need for additional training for staff, means that teaching is not adapted to meet the needs of some of these pupils. In addition, staff do not ensure that errors in pupils' writing and mathematics are addressed. This affects some pupils' access to the wider curriculum. Pupils feel included and respected by their peers and staff. They build positive relationships with adults and friends and enjoy many activities beyond lessons. Clubs such as athletics, football and dance encourage pupils to try new experiences and grow in confidence. Pupils behave well and understand the school's expectations. They trust that staff will deal with any bullying or unkind behaviour quickly. Most pupils attend school often and take part fully in school life. Leaders' focus on improving attendance for pupils with SEND has begun to have a positive impact. Assemblies and class discussions teach pupils about life in modern Britain and how to contribute positively to their school and local community.

What the school should improve

• Leaders should more closely analyse the progress and attainment of different groups of pupils, so that they can more accurately identify priorities to improve achievement.
• Leaders should ensure that pupils in key stage 1, and some older pupils who still need it, secure important writing and mathematical knowledge and skills, so that gaps in learning do not limit academic progress.
• Leaders should ensure that staff are trained well to make adaptations for disadvantaged pupils, including those with special educational needs and/or disabilities (SEND) to enable all pupils to access the curriculum.
• Leaders should ensure that staff check pupils' learning to identify gaps and misconceptions, particularly for disadvantaged pupils, and to act quickly to address these.
• Leaders should ensure that the attendance of pupils, including those with SEND, continues to improve, so that these pupils have the opportunity to achieve well.

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