St Wilfrids Catholic Primary School

What Ofsted said

From the inspection on 24 February 2026

The school is a safe, calm and harmonious place. Children in the early years settle quickly. They develop confidence and independence. Pupils enjoy their time at school. Most are punctual and attend regularly. Pupils embrace their purposeful morning activities with determination. These help to prepare them for the day ahead. Pupils typically behave well in lessons and as they move around the school. They show respect for others, regardless of differences. Pupils enjoy physical activity during breaktimes. They understand how this contributes to their wellbeing. Pupils trust staff to resolve any minor disagreements that occur. Leaders ensure that incidents of poor behaviour, including bullying, are dealt with thoroughly. They provide effective support for pupils who find it more difficult to manage their emotions. Leaders make sure that pupils receive suitable support to overcome barriers that they may face. For example, some pupils join the school from other countries. Leaders ensure that if these pupils speak English as an additional language, they quickly develop their language skills and benefit from resources to help them access learning. Pupils typically achieve well. They build up their knowledge steadily as they progress through the school. Pupils are typically well prepared for their next stages of education. Leaders prioritise pupils’ personal development and wellbeing. Pupils make the most of the high-quality opportunities on offer. They attend a wide range of clubs that help them to develop new skills and talents. Pupils carry out a range of leadership roles with pride, such as acting as a school councillor, play leader or wellbeing champion. Through opportunities such as these, pupils learn how to make a positive contribution to their school and its wider community. They are prepared effectively for life in modern Britain.

What the school should improve

• Leaders should develop teachers' knowledge and expertise in identifying and supporting different types of special educational needs and/or disabilities to enable them to meet these pupils’ needs more efficiently.
• Leaders should ensure that teachers identify and address gaps in pupils’ knowledge, particularly in handwriting, so that all pupils make the best possible progress.

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