St Theresa's Catholic Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils at St Theresa’s experience a deep feeling of belonging within the school community. This is because staff take time to listen to and get to know them individually, embodying the school’s mission to ‘do the little things well’. Pupils are welcomed warmly into school each day. They come in happily and feel safe and loved here. Pupils learn how to manage their emotions and the importance of how their actions impact others. They show real care for one another in the way they speak and play. This reflects the culture that leaders model in which they work side-by-side with a shared purpose and pride in the pupils. Older pupils act as role models for younger pupils. Many pupils proudly wear their ‘always’ badges, and some pupils carry out responsibilities such as being school councillors and bench buddies. These activities help prepare them well for life beyond school. Pupils, including those who face barriers to their learning, show curiosity and embrace the learning challenges offered to them. They progress well through the curriculum. Behaviour is positive, both in lessons and at other times of the school day. Bullying is rare. If it does occur, leaders deal with it quickly and effectively. Leaders show a clear determination to give pupils a wide range of exciting learning opportunities, and this ambition genuinely broadens pupils’ horizons. The impact of this is easy to see in the way that pupils’ faces light up when they talk about their trips and adventures, for example to outdoor pursuit centres, the local rugby club and the zoo. Pupils relish the green areas and woodland within the school grounds where they can play and learn about nature, for example through their gardening club.

What the school should improve

• Leaders should ensure that the teaching of writing is consistently effective, identifies and addresses gaps in knowledge, and provides opportunities for pupils to apply what they have learned independently.
• Leaders should ensure that staff are consistently supported to use the adaptations and adjustments required to meet the needs of pupils with additional needs effectively.
• Leaders and governors should strengthen the structure and coherence of governor activity, ensuring it aligns closely with the school’s development priorities and enhances the effectiveness of their oversight.

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