English Martyrs Roman Catholic Primary School

English Martyrs Roman Catholic Primary School

Address: St Mark Street, Wapping, London, E1 8DJ Unique reference number (URN): 100962

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Published outcomes show that pupils are well prepared for their next stage in education. Pupils’ attainment in national tests is in line with national expectations. Those who attain the highest grades achieve significantly above national averages. Disadvantaged pupils achieve in line with their peers nationally. Staff are clear that they have further work to narrow the gap fully. Pupils with special educational needs and/or other disabilities make secure progress from their starting points.

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Achievement Expected standard

Pupils develop secure knowledge as they move through the curriculum. This includes children in the early years foundation stage. Pupils build important knowledge and skills in mathematics, English and communication that help them access learning with confidence. This is especially clear in pupils’ writing. As they progress through the school, pupils write with greater fluency, use more accurate sentences and show increasing precision. They develop a love of reading. Pupils read confidently and enjoy talking about their favourite authors.

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Attendance and behaviour Expected standard

Leaders have made attendance a priority and have achieved rapid improvements over the past year. Attendance is now close to national figures. Disadvantaged pupils and pupils with special educational needs and/or other disabilities attend better than their peers nationally. Leaders check patterns closely and track individual pupils. They work with external professionals to tackle concerns.

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Attendance and behaviour Expected standard

Clear expectations, strengthened procedures and regular communication with parents and carers help pupils to improve their attendance. Incentives and celebrations keep pupils motivated. Leaders focus on the small number of pupils who need further support to improve their attendance. Pupils want to attend more often and feel proud of their year group’s success.

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Attendance and behaviour Expected standard

Behaviour is calm and positive across the school. Staff set clear expectations, and pupils respond quickly when reminders are needed. Consistent routines help pupils understand what is expected. A well ‑ established rewards system links to the school’s values. Staff record behaviour incidents carefully and review them alongside safeguarding information.

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Attendance and behaviour Expected standard

Pupils who need extra help to manage their behaviour receive it swiftly. Suspension rates have reduced over time. Pupils feel confident to report bullying, knowing staff will act quickly. Pupils are recognised for meeting expectations, creating a respectful and orderly culture.

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Curriculum and teaching Expected standard

The curriculum is broad and well sequenced. Topics logically build on each other from Nursery Year into Year 1 and through the key stages. This helps pupils to connect their learning and to remember more over time. Leaders have an accurate view of the curriculum and act quickly when improvements are needed. High-quality staff training means that writing and phonics are taught effectively. Teachers have secure subject knowledge and generally teach the curriculum well.

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Curriculum and teaching Expected standard

Staff ensure that pupils develop confident foundations in writing, spelling, handwriting and mathematics. Pupils have frequent opportunities to practise and develop reading fluency. Pupils at the earliest stages of learning to speak English as an additional language receive additional help. Staff pre ‑ teach vocabulary and share this with parents and carers so that they can support at home. Frequent story reading builds pupils’ familiarity with language.

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Curriculum and teaching Expected standard

Staff typically use questioning well to check understanding. They encourage pupils to explain their thinking and to discuss ideas with one another. Teachers use strategies so that pupils with special educational needs and/or disabilities can access learning. Practical resources support pupils’ number and writing skills. Occasionally, some teaching misses opportunities to check pupils' misconceptions or extend vocabulary before moving on.

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Early years Expected standard

Leaders know the early years well. They make sure children are supervised, safe and happy. Staff prioritise safe eating and understand intimate care. They work closely with external professionals and parents and carers so that children’s needs are identified quickly. Recent changes to the indoor and outdoor nursery areas mean children can access all areas of learning. Children explore water play with great focus and enjoy developing their gross motor skills, such as when they jump.

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Early years Expected standard

The proportion of children who achieve a good level of development is above national expectations. Staff check progress each term and address gaps quickly so children are well prepared for Year 1. Children have opportunities to develop their language through high ‑ quality interactions with adults. Nursery children confidently count to 5, and many count to 10 and beyond. They use helpful resources and have developed skills that enable them to play independently for long periods.

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Early years Expected standard

Children use a range of mark ‑ making tools and handle scissors correctly. They generally form letters and spell simple words accurately. Children use their phonics knowledge to read accurately. Children with special educational needs and/or other disabilities receive one ‑ to ‑ one support that helps them improve their wellbeing and make progress from their starting points.

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Inclusion Expected standard

Leaders make inclusion central to the school’s work so that pupils take part in all areas of school life. Recently introduced systems help staff to identify pupils’ needs quickly and accurately. Staff track pupils’ progress carefully, notice emerging needs and plan the right next steps. Pupils with special educational needs and/or disabilities feel part of the community because staff understand their needs and provide appropriate help. Those with complex needs benefit from tailored one ‑ to ‑ one teaching. They receive extra help to manage their behaviour and learn well.

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Inclusion Expected standard

Staff have very high expectations for every pupil. They work closely with external specialists so that support is well matched to pupils’ needs. Staff build trusting relationships with parents and carers, who are involved throughout. Teachers receive regular training to develop their expertise in adapting teaching to meet pupils' needs. They use practical resources to support pupils’ language development. Pupils who are new to learning English use assistive technology so they can access the curriculum with confidence.

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Inclusion Expected standard

Additional funding, including the pupil premium, is used effectively to reduce barriers to learning and widen pupils’ experiences. Pupils known to social care, including young carers, receive regular mentoring and group discussion that help to promote their wellbeing.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and the areas that need further development. They have secured rapid improvement across many parts of the school. Leaders set high expectations for pupils and staff and act in pupils’ interests to secure the best outcomes and experiences. They are ambitious and act as role models of professionalism. When expectations are not met, they take swift and decisive action.

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Leadership and governance Expected standard

Leaders know their context and community well. They work closely with parents to identify families who may need extra help and to reduce any stigma linked to free school meals. Leaders have a clear plan to improve the school’s role. Actions such as enhancing the nursery provision and wraparound care are already having a positive impact.

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Leadership and governance Expected standard

Leaders support staff well to carry out their roles. Staff access professional development that matches their needs and the school’s priorities. High ‑ quality training helps teachers to develop their expertise, especially in meeting the needs of pupils with special educational needs and/or other disabilities. Leaders consider staff wellbeing carefully. Staff recognise that extra effort has been needed to raise standards. They feel valued and listened to, and they are proud to be part of the school community.

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Leadership and governance Expected standard

The school is well supported by knowledgeable and experienced governors. Governors understand the school’s context and ensure that resources are used effectively. They challenge leaders when needed and know their statutory responsibilities. Their strategic guidance has helped leaders make swift and sustained change. Governors promote positive relationships with parents, strengthening trust and communication across the school community.

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Personal development and wellbeing Expected standard

Leaders have established a well ‑ sequenced personal development programme. The school teaches pupils to 'live life to the full', reflecting the school’s Roman Catholic ethos. Pupils revisit key ideas and use high ‑ quality resources. They build knowledge of different faiths as they progress through the school. Staff access regular training so that they teach sensitive content with confidence and respect. Pupils explore key topics in detail, through themed weeks, assemblies and workshops, such as on anti ‑ racism.

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Personal development and wellbeing Expected standard

Pupils learn how to manage their emotions, build friendships and develop secure social skills. Pupils with special educational needs and/or disabilities (SEND) use helpful resources to learn how to keep their bodies safe. Pupils know different family types and discuss topics maturely. They have secure knowledge of fundamental British values, including how democracy works. Pupils understand why they must vote to elect pupil leaders such as school councillors, eco ‑ warriors and chaplaincy team members. They demonstrate maturity when discussing sensitive issues such as puberty.

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Personal development and wellbeing Expected standard

Pupils participate in a wide range of clubs, including dance, chess, gymnastics and keyboard. Disadvantaged pupils receive the resources they need so they can take part. Trips broaden pupils’ cultural understanding. They speak enthusiastically about visits to central London landmarks or museums that deepen their knowledge of topics such as World War 1. Leaders track participation. They work with families to ensure pupils with SEND, disadvantaged pupils and those known to social care take part.

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Personal development and wellbeing Expected standard

Pupils have many ways to share their worries or concerns. Staff know pupils well and check in regularly with the most vulnerable. New pupils settle quickly with the help of buddies who share the language they speak at home. Pupils respect one other. They listen carefully and respond thoughtfully and build on one another’s ideas. Pupils know the risks of online play and how to keep themselves safe. Some pupils would benefit from learning activities that are linked more closely to their contexts and online interests.

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

Pupils are safe and happy. They know that they are valued and well cared for by staff who greet them warmly each day. Pupils appreciate their small community and build positive relationships with one another. Established routines for all pupils, including children in the early years, create a calm and purposeful start to the day. As a result, pupils enjoy coming to school. Attendance has improved rapidly and is now in line with national averages. Pupils know their own attendance figures and are motivated by rewards to improve further.

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

Pupils behave well and show positive attitudes to learning. They demonstrate the school’s Roman Catholic gospel values in their daily interactions and play harmoniously at social times. Pupils have confidence to report concerns, knowing that staff will listen. The school deals with incidents of bullying or unkind behaviour quickly and effectively.

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

Pupils achieve well. They speak confidently in lessons and recall key facts from previous learning. As they move through the school, pupils develop secure writing skills and a love of reading. Older pupils demonstrate maturity and speak articulately about sensitive issues. Outcomes in key stage tests are in line with national expectations. By the end of Year 6, pupils are well prepared for secondary school.

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

Pupils participate in a wide range of activities beyond lessons. Many attend after-school clubs such as hockey, orchestra, Spanish and choir. They have opportunities to perform in the English Martyrs’ talent show and the whole-school summer play. All Year 6 pupils attend a residential trip, where they take part in outdoor activities such as archery and orienteering. Pupils develop their cultural knowledge through visits to the local community or museums linked to their curriculum learning. These experiences help to develop pupils’ character and their willingness to try new things.

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Team inspectors:

Rebekah Iiyambo, Ofsted Inspector Milan Stevanovic, Ofsted Inspector Sabrina Edwards, Ofsted Inspector

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Next steps

Leaders should ensure that they further strengthen the improvements made across all aspects of the school’s work so that these are sustained over time. Leaders should ensure that high-quality teaching strategies, including effective checking of pupils’ understanding, are used consistently to address pupils' misconceptions and deepen their learning. Leaders should ensure that their analysis of the personal development and wellbeing programme informs planning, secures full participation and ensures that activities are closely matched to pupils’ contexts.

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About this inspection

The chair of the board of governors in this school is Amy Wingkelgrund.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the executive headteacher, head of school, other senior school leaders, governors, school improvement partner, a member of the diocese, staff, pupils and parents during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Archdiocese of Westminster. Its last section 48 inspection took place in May 2022.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The school appointed a new executive head teacher, who took up their post on September 2025.

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years. National average: 26.3%

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2024/25 (final) 63% 62% Close to average

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average

2023/24 (final) 65% 61% Close to average

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average

2022/23 (final) 56% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

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

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average

2022/23 (final) 67% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 79% 72% Close to average

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average

2023/24 (final) 65% 72% Close to average

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average

2022/23 (final) 70% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 74% 73% Close to average

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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.

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mathematics

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

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average

2023/24 (final) 38% 46% Close to average

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average

2022/23 (final) 40% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 70% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 60% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 40% 59% Below ‘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.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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.

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 17.3% 14.6% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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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 .

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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 .

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Urgent improvement

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Urgent improvement

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

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