The Palmer Catholic Academy

What Ofsted said

From the inspection on 3 February 2026

The Palmer Catholic School is a modern school with traditional values. Pupils interact harmoniously and benefit from a strong, caring ethos. The school actively embraces the rich diversity of its community. Pupils report that they feel safe in school, know exactly who to speak to if they have concerns and are confident in how staff address any unkindness or bullying. Pupils enjoy their learning and follow agreed school routines, demonstrating positive attitudes towards their work. In some lessons, pupils build effectively on prior knowledge to access more advanced topics. This helps them develop the skills needed for the next stages of their education. However, there is too much variability in how effectively this is done. In some lessons, assessment is not used consistently to check pupils' understanding and guide next steps. This limits the progress that some pupils make through the curriculum. Similarly, some students in the sixth form are not challenged sufficiently well to achieve the grades of which they are capable. Pupils with special educational needs and/or disabilities, those who are disadvantaged, and those known to social care follow the same ambitious curriculum as their peers. In most cases, they receive appropriate support. This enables them to access learning and make secure progress. However, staff are not currently well trained to provide phonics support for pupils that struggle to read. Leaders have plans to address this, but these are yet to be embedded. Pupils feel a strong sense of belonging and grow into thoughtful, confident young people, who contribute positively to their school community. For example, the school council secured the introduction of a halal menu. In their daily interactions, pupils bring the school’s mission fully to life.

What the school should improve

• Leaders should ensure that they develop staff's expertise in phonics so that staff can support weaker readers effectively.
• Leaders should ensure that teaching builds consistently on what pupils already know and can do and that assessment is used reliably to check pupils’ understanding and inform next steps.
• Leaders should ensure that their planned actions to improve the school are implemented with precision and clarity.
• Leaders should ensure that pupils develop their understanding of fundamental British values and that the school’s enrichment offer improves so that pupils benefit fully.
• Leaders should ensure that strategies to improve learning and achievement in the post-16 provision are fully embedded. Leaders and governors should continue to exercise robust oversight and act swiftly, where improvements are required.

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