St Martin's CofE Primary SchoolOfsted report card, 29 Sept 2026

St Martin's CofE Primary School

Address: Shady Bower, Salisbury, Wiltshire, SP1 2RG Unique reference number (URN): 150284

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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

Pupils achieve well in reading, writing and mathematics across the school. Improvements in the quality of teaching have contributed to year-on-year improvements in key stage 2 published outcomes. These are now in line with or above national averages. Most pupils leave the school with the knowledge and skills they need for the next stage of their education. Pupils with special educational needs and/or disabilities make positive progress from their starting points. Disadvantaged pupils achieve as well as their peers nationally.

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Achievement Expected standard

Pupils secure key knowledge and skills from an early age. Most achieve well in the Year 1 phonics screening check, and the Year 4 multiplication tables check. Pupils generally develop accurate letter formation and handwriting. However, pupils' knowledge in some wider curriculum subjects is not as secure or detailed as it is in English and mathematics.

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Attendance and behaviour Expected standard

Leaders have established a culture of regular attendance with its families. This continues to improve. Leaders have robust systems which ensures that they keep a close eye on pupils' absences. They are aware of the individual needs of some families who face potential barriers to attendance. Some of these pupils are new to the school and are not yet familiar with the school’s high expectations. Leaders work with these pupils and families to ensure that they attend school regularly. As a result, pupils' overall attendance has improved, and rates of persistent absence have reduced. However, leaders recognise there is more to do to ensure that all groups of pupils, including disadvantaged pupils, attend even more frequently.

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Attendance and behaviour Expected standard

Pupils in all year groups behave well. They are polite and respectful to one another and to adults. Pupils are welcoming and supportive of new classmates. They help them to settle quickly and feel included. Some pupils who speak the same home language as their peers provide support for classmates who are learning English as an additional language. Incidents of fall outs or bullying are rare. However, if they do occur, pupils have confidence that adults will help them to be resolved. Leaders' improvements in the quality of teaching have also strengthened pupils' attitudes to learning. In most lessons, pupils listen carefully and engage well with their work.

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Curriculum and teaching Expected standard

Since the school's move into the trust, leaders have overhauled, and improved, the quality of education. Leaders recognise the importance of having clear and successful approaches to teaching throughout the school. They provide staff with training to ensure that agreed approaches are understood and applied well. This also helps new staff understand leaders’ expectations quickly. Combined with the school’s ambitious curriculum, this helps to ensure that teaching is typically effective across the school. Staff generally have high expectations of what pupils should learn. They explain new concepts clearly and concisely. Mostly, teachers match learning well to pupils' needs. However, sometimes, they do not match the work well to what pupils already know. Some work is too easy or too complex for pupils to complete. This includes pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Teaching focuses on ensuring that pupils secure the essential knowledge they need in reading, writing and mathematics. Staff identify gaps in pupils’ learning accurately, including for some older pupils whose learning was affected by weaknesses in teaching in the past. Mostly, they are rigorous in addressing these gaps to help pupils catch up in their learning.

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Early years Expected standard

Children in the early years get off to a positive start. Leaders place a clear emphasis on building positive relationships with parents and carers, for example through stay-and-play sessions. Leaders ensure that children transition smoothly from feeder nurseries and the school's own nursery through carefully planned induction arrangements. As a result, children settle quickly into the school's warm and welcoming environment.

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Early years Expected standard

The recent opening of the nursery has been successful. Leaders have established effective systems to keep children safe, including clear procedures for intimate care and safe sleeping arrangements for two-year-olds. Leaders have drawn on the trust’s curriculum to provide ambitious and carefully considered learning experiences. Staff generally match activities well to children’s starting points, helping them to develop confidence and independence. For example, children listen carefully and take turns when using equipment in the forest area.

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Early years Expected standard

Leaders have rightly prioritised the development of children’s language and vocabulary. However, staff do not consistently engage children who are more reluctant to join conversations. As a result, opportunities to extend some children’s speaking and listening skills are sometimes missed. Nevertheless, children generally learn well across the seven areas of learning and so they are well prepared for Year 1.

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Inclusion Expected standard

The school has an inclusive culture while remaining ambitious for all of its pupils. Leaders ensure that pupils who arrive from overseas feel welcome from the moment they start at the school. They find out what pupils already know and can do, including how well they speak and understand English. Leaders provide extra help quickly when needed. As a result, pupils settle well and become part of the school community quickly.

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Inclusion Expected standard

Leaders have made significant improvements in the early identification of pupils with special educational needs and/or disabilities (SEND). This has resulted in a sharp rise in pupils with education, health and care plans. Leaders ensure that pupils have precise targets and that learning plans make clear the support that pupils need. This helps staff to generally make suitable adaptations to help pupils learn well. However, on some occasions, staff ask pupils with SEND to complete tasks that are too complex for them. When this happens, pupils become overly reliant on adult support and struggle to access their learning. Leaders make appropriate use of the government's funding for disadvantaged pupils. Its use to develop staff's expertise in teaching has had a notable impact on pupils' achievement, particularly in key stage 2 reading.

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Leadership and governance Expected standard

Leaders understand the school's context well. They have built positive relationships with families and have a clear understanding of the diverse community they serve. This helps them provide tailored support for pupils and those who care for them.

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Leadership and governance Expected standard

Leaders make decisions in pupils' best interests and have a clear direction for the school's continued development. The impact of their work is evident in pupils' improving outcomes and behaviour. Leaders accurately identify the school's strengths and areas of further work, including the need to sustain recent improvements in attendance. They have also established thorough induction arrangements for new staff, helping them to quickly understand the school's systems and to teach the curriculum in line with leaders' expectations.

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Leadership and governance Expected standard

The trust provides effective support for the school through appropriate challenge and guidance. In the early stages, it supported leaders to address significant weaknesses inherited from the predecessor school. Together, they improved the curriculum and the quality of teaching, laying the foundations for the school's current success. The trust ensures that local governors are well trained and understand their responsibilities. As a result, they provide effective challenge and hold leaders to account for the quality of education that pupils receive.

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Leadership and governance Expected standard

Parents and carers hold the school in high regard. They value the support staff provide when pupils have worries and describe the school as a caring environment. Parents whose children have joined from other schools are particularly appreciative of the welcome and support they receive. Staff are equally as positive about the school. They value leaders' sensitivity in managing their workload and well-being. Morale is high.

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Personal development and wellbeing Expected standard

Leaders are ambitious for pupils to develop into confident, responsible and considerate young people. They understand the backgrounds and experiences of their pupils and carefully consider how best to support their personal development. As a result, leaders have established a structured and well-planned programme that develops pupils' character systematically. Leaders make effective use of partnerships within the local community. For example, links with the local mosque help pupils learn about Islam and develop their understanding of different faiths and cultures. This also helps to prepare pupils for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from a rich range of experiences. These include trips to the beach, dance workshops and instrumental lessons. These help pupils discover new interests and broaden their experiences. Pupils learn about healthy relationships, staying safe online, and healthy lifestyles through the personal, social and health education curriculum. Older pupils learn about growing up and different types of relationships. However, their understanding of mental wellbeing is not as secure. Leaders promote respect for each other. Pupils understand that everyone should be treated fairly. They value diversity and recognise that discrimination is wrong. Leaders promote pupils’ social development through a ‘family feast’, where they sit with different age groups and others they know less well at lunchtimes.

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Personal development and wellbeing Expected standard

Leaders are increasingly effective in identifying and removing barriers to participation. Recent improvements to the way they track participation in enrichment activities are helping to widen access, particularly for disadvantaged pupils. This is beginning to have a positive impact, although the work remains at an early stage.

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Personal development and wellbeing Expected standard

Staff provide timely pastoral support for pupils who need it. They are particularly alert to pupils who are at the early stages of learning English and may find it harder to communicate their feelings. This helps staff identify and address any worries quickly.

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

St Martin's is a school where everyone is made to feel welcome. This includes the many pupils who join partway through their education. Pupils come from a wide range of backgrounds, faiths and cultures who learn and socialise well together. This starts as soon children start in the early years. Staff model the kindness, respect and care they expect from pupils, who reflect these values in their interactions with each other. The school's diversity is regularly celebrated through different school events. As a result, pupils develop a deep sense of belonging and enjoy school. This is reflected in the pride they display in being part of the St Martin's community.

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

Pupils achieve well, particularly in English and mathematics. Those with special educational needs and/or disabilities typically receive the support they need to be successful. Outcomes in national tests are at least in line with all schools nationally. This means that many are well-equipped to move to secondary school. Pupils behave positively and conduct themselves with maturity around the school. Bullying is not an issue, but staff deal with it if it occurs. Pupils' attendance has continued to rise, mirroring the school's own improvement journey.

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

Pupils benefit from a range of opportunities that extend beyond the academic curriculum and contribute to their wider development. They learn about democracy, through the recently established pupil parliament. Pupils value opportunities to contribute to school life and take pride in holding positions of responsibility, including as ‘ministers’ and house captains. They broaden their interests and talents through a range of extra-curricular clubs and develop resilience and independence through residential visits. Pupils also make a positive contribution to the wider community by supporting local and national charities, including a nearby foodbank, and taking part in activities such as litter-picking. These experiences help pupils to become responsible, active citizens.

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Next steps

Leaders should sustain improvements in attendance by working effectively with families so that more pupils attend regularly and persistent absence continues to reduce. Leaders should strengthen staff expertise in making the most of interactions between staff and children in the early years so that children develop their language and vocabulary more securely. Leaders should ensure that staff adapt teaching consistently so that pupils, including those with special educational needs and/or disabilities, complete work that is closely matched to what they already know and can do.

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About this inspection

This school is part of Diocese of Salisbury Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Lacey, and overseen by a board of trustees, chaired by Sian Thornton.

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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

This inspection took place from 29 September to 30 September 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with the executive headteacher, head of school, senior leaders, school staff, the CEO and other executive leaders, members of the Academy Standards and Ethos Committee, a trustee and parents and carers during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Salisbury. The predecessor school received a section 48 inspection for schools of a religious character in November 2021.

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About this inspection

The number of pupils who speak English as an additional language is significantly above the national average.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs a nursery for children aged 2 to 4 years old. This provision opened in September 2025.

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About this inspection

The school runs a breakfast and after-school provision.

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About this inspection

The executive headteacher and the head of school took up their posts in September 2024.

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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 29 September 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. The school joined Diocese of Salisbury Academy Trust in January 2024. The predecessor school was previously graded as inadequate for overall effectiveness in January 2023.

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What does this mean?

The head of school is Rebecca Miller-Goddard.

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What does this mean?

Executive Headteacher: Oliver Martindale National average: 300

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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.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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(provisional)

2024/25 (final) 74% 75% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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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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(provisional)

2024/25 (final) 50% 47% 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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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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national average

2024/25 (final) 50% 59% 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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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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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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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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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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Persistent absence

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

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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. 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

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Urgent improvement

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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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