St George's Catholic Primary School, Warminster

St George's Catholic Primary School, Warminster

Address: Woodcock Road, Warminster, Wiltshire, BA12 9EZ Unique reference number (URN): 126481

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Pupils thoroughly enjoy coming to school. Attendance is high for all groups of pupils and this has been sustained over time. Staff check on pupils’ welfare as they arrive. This supports pupils’ ability to enjoy school and be ready for their learning. Leaders maintain high expectations for attendance. They track carefully and act quickly if a pupil does not attend well. The school has several pupils join in-year. Leaders are effective in rapidly improving attendance, when it has been low in previous settings. If needed, planned short-term interventions to support pupils who struggle are effectively used to quickly build pupils back up to attending well.

p.2

Attendance and behaviour Strong standard

Pupils experience a real sense of connection and belonging to St George’s. In lessons, pupils are highly responsive, with the structures and high expectations that help them to learn well. They are proud of their learning. Throughout the school day, pupils are respectful and kind towards one another. Bullying is a rarity. If wrong choices are made, pupils help one another to adjust positively. Leaders make sure adaptations support those who need it. Pupils’ self-regulation helps those joining the school to quickly become part of the school community.

p.2

Achievement Expected standard

The published outcomes are improving over time so that pupils achieve close to national average in many of the metrics. The school cohort is small, so outcomes can vary.

p.2

Achievement Expected standard

Leaders make sure pupils learn the foundational skills, such as reading, writing and number, that they need. Regular times table lessons help pupils in all classes to secure their knowledge.

p.2

Achievement Expected standard

Leaders make sure the teaching of phonic sounds is robust and systematic. Early reading is well implemented so that pupils progress well. Those who are in the earlier stages of language acquisition learn the sounds in a timely way. For pupils who have barriers to learning, precise and well-matched intervention supports them to build their skills.

p.2

Achievement Expected standard

Pupils’ work across the curriculum shows pupils, including those with barriers to their learning, progress well from their starting points. They develop the appropriate knowledge and skills they need to be ready for the next stage of learning.

p.2

Curriculum and teaching Expected standard

Leaders have revised the curriculum to ensure pupils learn a well-sequenced and ambitious curriculum. As pupils move through single-age or mixed-age classes, the curriculum is incremental and age-appropriate. Leaders evaluate the impact of their work carefully. They prioritise the areas for development strategically. The school’s focus on developing the mathematics and writing curriculum is well embedded. The high expectations for writing are starting to develop further across the wider curriculum. Leaders explicitly focus on the basic skills pupils need. For example, such as ensuring pupils have a secure handwriting grip that prepares them for writing resiliently.

p.2

Curriculum and teaching Expected standard

Leaders make sure the knowledge and skills pupils learn are carefully mapped across all subjects. As a result, pupils learn new knowledge supported by what they have learned previously. This begins with the developmental stages in reception.

p.3

Curriculum and teaching Expected standard

Collaboration and shared checking of the curriculum, means teachers have a secure subject knowledge of what they are teaching and what pupils know. A professional learning programme and sharing of practice supports teachers to develop their expertise. Training on adapting learning means staff are developing their skills to support pupils with special educational needs and/or disabilities effectively. Routines and strategies for teaching the curriculum are commonly used across the phases. Teachers especially focus on the vocabulary pupils will need.

p.3

Early years Expected standard

Leaders have ensured the early years provision, which is within the Year 1 and 2 classroom, is distinct and well planned for children in the Reception class. They carefully plan a curriculum that ensures the different areas of learning are well implemented. They plan the provision to build the children’s skills well.

p.3

Early years Expected standard

Staff know the children well. They know the next steps children need and focus on these. Staff make sure children work towards achieving good levels of development and are well prepared for transition to Year 1.

p.3

Early years Expected standard

Leaders prioritise the development of language and communication. Typically, staff interact with children in ways that help them to develop their language understanding and skills.

p.3

Early years Expected standard

The Reception class is small, and the children integrate well with their peers. Children transition well between activities. Staff know children and their families well. When children have emerging barriers to learning or their wellbeing, staff work with parents and carers to identify need and to provide support.

p.3

Early years Expected standard

Children progress well from their starting points. They develop their fine motor skills and early writing and number knowledge in a timely way. Leaders work to reshape the early years provision with key stage 1 is well structured and children are well prepared for their next stage of learning.

p.3

Inclusion Expected standard

Leaders have put in systems to identify and track pupils' needs as they emerge. This helps staff to know the needs of pupils well. Teachers and leaders work together to review strategies, which support pupils to overcome barriers they may face. Although leaders match strategies to the needs of pupils, they are sometimes quite broad, which makes it more difficult to track progress more precisely. Working with parents and carers and the local authority, the school plans support for pupils with special educational needs and/or disabilities. When pupils join the school, leaders carefully assess what pupils know and what gaps they may have in their learning. Appropriate learning focuses on the skills pupils need to develop. Professional training supports staff to develop their expertise to adapt teaching to meet pupils' needs.

p.3

Inclusion Expected standard

Leaders make sure the additional funding and planning for pupils who are disadvantaged is well deployed. They check the strategies they put in place are impactful. They make sure pupils receive support that is precise and matched to what they need.

p.4

Inclusion Expected standard

Pupils who speak English as an additional language have grown in number. Leaders make sure they know where pupils are in their acquisition of language so that any planned support is appropriate.

p.4

Leadership and governance Expected standard

More recent changes to leadership have prioritised the work needed to improve the school and to bring about effective changes. This work has led to leadership at all levels growing and aligning their work around the priorities of the school.

p.4

Leadership and governance Expected standard

Leaders share a clear vision for the school. They communicate this well with stakeholders. More recently, embedding a curriculum pertinent to the pupils at St Georges is now established, with ongoing evaluation of its impact.

p.4

Leadership and governance Expected standard

The governing body are well informed. They have the information, resources and structures to carry out their role effectively. Governors use this to support and hold leaders to account to make sure development is timely and sustainable.

p.4

Leadership and governance Expected standard

Leaders have introduced a programme of professional development that has focused on securing common teaching strategies now implemented across the school. Working with the local authority and the diocese, staff training and networking opportunities are developing leadership at all levels. Staff have a secure knowledge of the curriculum and the subject content they teach.

p.4

Leadership and governance Expected standard

Staff feel well supported and well considered by the actions of leaders. They appreciate the changes the school has been through to create a more coherent working environment. Parents responded very positively in their interactions and responses to the survey, along with external professionals. The school has established positive working relationships with all its stakeholders.

p.4

Personal development and wellbeing Expected standard

Pupils feel nurtured and cared for. The vision and values of the catholic school weaves into a well-planned programme for the personal development of all pupils, regardless of their faith or background.

p.4

Personal development and wellbeing Expected standard

The personal, social and health education curriculum equips pupils with the knowledge of how to stay safe, online and in the community. For example, through the ‘bikeability’ programme, pupils learn about cycling safety. Pupils learn about different cultures, beliefs and how people are different. They develop a knowledge of the fundamental British values alongside the school values. Pupils are respectful and considerate of the different characteristics people may have.

p.4

Personal development and wellbeing Expected standard

An appropriate relationships and sex education and health education teach pupils about puberty and change in an age-appropriate way. Pupils enjoy the safe space to talk and ask questions.

p.5

Personal development and wellbeing Expected standard

Leaders help pupils to understand how to stay healthy, mentally and physically. Pastoral care is carefully planned for. Mental health services provide additional support when it is appropriate.

p.5

Personal development and wellbeing Expected standard

Older pupils contribute to their school in many ways, such as the school council, the eco- group, sports ambassadors or house captains. They model these responsibilities well for their peers. At breaktimes, they manage the equipment and help everyone to participate in play.

p.5

Personal development and wellbeing Expected standard

Pupils enjoy the clubs, trips and experiences that encourage them to develop their talents and interests. For example, working with a choral master and being part of a concert, the school show and a wide variety of sports. The ‘Little Trooper’ club provides a forum for pupils from services. Residentials and trips to support the curriculum learning are inclusive and provide wider experiences.

p.5

What it's like to be a pupil at this school

Pupils are proud of their school and attend well. Interactions with staff and with their peers are kind and polite. This is a small school in a military town, so pupils may join at different times. Older pupils positively model the values of the school to younger ones.

p.5

What it's like to be a pupil at this school

High expectations and routines support pupils to conduct themselves well. Pupils moving to the school transition well to the caring culture of the school. Unkind behaviours between pupils are unusual. The school community helps one another to make positive choices.

p.5

What it's like to be a pupil at this school

The recently revised curriculum helps pupils to remember more. Common routines in lessons help pupils to talk about their learning. They enjoy sharing their knowledge and ideas. Children in reception learn the foundational skills they need. The mixed years classroom is well structured so that children and pupils focus on the most appropriate learning for their stage.

p.5

What it's like to be a pupil at this school

Pupils with special educational needs and/or disabilities, or experience barriers to learning, are well supported. Teachers work with leaders, parents and carers to identify the needs of pupils. They plan support to overcome barriers to learning or wellbeing.

p.5

What it's like to be a pupil at this school

The school has been through a period of positive, holistic change, from the physical environment to the curriculum, routines and expectations. Published outcomes are improving over time with the revisions made by a new leadership team. Parents recognise the positive changes. Leaders plan wider opportunities, trips and experiences for pupils. These support pupils' learning in the curriculum. Pupils attend a variety of clubs, such as a range of sports, Japanese club and choir. The ‘Little Troopers’ group celebrates pupils from service families. Older pupils take on different roles in leadership. They contribute to the school, such as the Eco-club composting the fruit, house captains managing house points and the school council engaging in designs for the new school library.

p.5

Next steps

Leaders should build on the work to teach writing well by replicating those same high expectations across the whole curriculum, so that pupils continue to secure and rehearse their writing skills consistently. Leaders should continue to evaluate the work they have embedded in the curriculum to raise pupil outcomes, including in the early years, so that their refinements continue to help pupils achieve well across all key metrics. Leaders should further refine the actions and targets identified to support pupils with special educational needs and/or disabilities to be more precise and developmental, so that pupils progress can be more explicitly tracked and measured.

p.6

About this inspection

The chair of the board of governors in this school is Neil Clarke.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders during the inspection. The lead inspector met with those responsible for governance, including the chair of the governing body. She also had calls with representatives from the local authority and a representative from the diocese.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Clifton. Its last section 48 inspection was December 2025.

p.6

About this inspection

The school currently makes use of one alternative provision.

p.6

About this inspection

The school has undergone a significant change since the last inspection with the appointment of a new headteacher in September 2024 and the appointment of an assistant headteacher in January 2025.

p.6

About this inspection

At the time of the inspection, there were 72 pupils on roll.

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

National average: 300 Headteacher: Sue Cannella

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2024/25 (final) 65% 62% Close to average

p.9

average

2023/24 (final) 61% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 78% 74% Close to average

p.9

average

2022/23 (final) 69% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2023/24 (final) 78% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 72% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.14

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15