St Thomas More Roman Catholic Primary School, a Voluntary Academy

What Ofsted said

From the inspection on 23 June 2026

Pupils greet staff warmly when they arrive at school. They show respect for each other. Pupils and staff build positive relationships. Pupils feel safe and supported. They show kindness and politeness. Pupils use good manners every day. Bullying happens rarely. Pupils trust staff to act quickly and deal with it effectively if it does occur. Pupils enjoy playtimes. They take part in many activities. They build, climb and enjoy den-building. During these times, pupils develop teamwork and cooperation. They solve problems as they play. As a result, pupils learn how to collaborate. They use their imagination, which builds creativity. Some pupils take on roles to help others join games. They take this responsibility seriously. They help make playtimes fair and inclusive. Pupils behave very well. They listen to teachers and to each other. Pupils work hard and keep trying. They take pride in their work and present it neatly. Pupils understand what staff expect. The school’s religious teaching helps pupils build confidence. It also helps them become responsible. Many pupils join interest groups, such as developing the school grounds. These groups help pupils feel part of the school community. Children in early years learn routines quickly. They know what to do in different situations. They make choices and manage tasks on their own. This builds confidence. It prepares them well for Year 1. Across the school, pupils enjoy learning. They understand expectations during independent tasks and complete work confidently. Pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, are well-prepared for each stage of their education. Pupils enjoy the educational visits the school provides. They know how trips link to their learning. Staff plan these experiences carefully to extend pupils' knowledge and provide new opportunities. They ensure these opportunities are available for all. This helps pupils connect classroom learning to real-life contexts.

What the school should improve

• Leaders should continue to ensure that the school’s agreed approaches to curriculum and teaching are implemented consistently so that pupils build their knowledge more rapidly over time.
• Leaders should ensure that staff evaluate the impact of strategies such as small-group support more precisely so that they consistently help pupils access the curriculum successfully and achieve well alongside their peers.

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