St Augustine's Catholic Primary School

St Augustine's Catholic Primary School is a small Roman Catholic primary with 157 pupils, a well-above-average proportion of pupils eligible for free school meals, and above-average levels of SEND. Following its December 2025 inspection, the school was judged to be meeting the expected standard in achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, leadership and governance, and personal development and wellbeing, with safeguarding standards met. The school's main strengths are its caring and inclusive culture, effective phonics and reading support, an ambitious curriculum, and positive pupil behaviour and attitudes. Pupils feel safe, staff know families well, and disadvantaged pupils and those with SEND generally receive effective additional help. Early years provision is strong, with warm relationships and a clear focus on language and communication. There are still areas for improvement. Assessment information is not used consistently enough across some subjects and in the early years to shape teaching, attendance analysis is not precise enough to reduce persistent absence for a small number of pupils, and leaders and governors do not evaluate the impact of pupil premium spending clearly enough. Leaders also do not always use pupil performance information sharply enough to identify priorities in some subjects.

Strengths

• Pupils make good progress across the curriculum and disadvantaged pupils and those with SEND receive effective additional help.
• Phonics support helps pupils become fluent and confident readers, including pupils who speak English as an additional language.
• The curriculum is ambitious and carefully designed so that pupils build knowledge in a logical order.
• Staff use subject knowledge well to question pupils and extend their understanding.
• Pupils behave well, focus on their work, and there is little disruption to learning.
• Pupils feel safe and say staff act quickly to address the rare signs of bullying.
• The school has a positive culture of inclusion and identifies pupils' needs quickly.
• Early years staff set high expectations and build warm relationships with children and parents.
• Personal development is strong, with a broad range of experiences, clubs and leadership roles.
• Leaders support staff workload and wellbeing, and staff value professional development opportunities.
• Governors meet their statutory duties well, including for safeguarding.

Areas for Improvement

• Assessment checks are not as well developed in some subjects, so teachers do not consistently use prior knowledge to deepen understanding.
• Assessment information is not used consistently across the school, including in the early years, to guide teaching.
• Attendance information is not analysed with enough precision, and a small number of pupils remain persistently absent.
• Leaders and governors do not evaluate the impact of pupil premium spending clearly enough, so the strategy is not as well targeted as it could be.
• Some pupil performance information is not used well enough to identify priorities for improvement in some subjects.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at St Augustine's Catholic Primary School attended 94.4% of sessions (the national figure for primary schools was 94.8%). 12.7% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.6% of pupils at St Augustine's Catholic Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 St Augustine's Catholic Primary School had 15.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 12.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 19.1% of pupils at St Augustine's Catholic Primary School were on SEN support (nationally 15.4%) and 3.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 St Augustine's Catholic Primary School received £9,661 and spent £8,804 for each of its 140 pupils. It ended the year with reserves of £120,000 (£858 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Warrington · Warrington local authority: places and applications

What is St Augustine's Catholic Primary School's Ofsted rating?

The latest Ofsted rating for St Augustine's Catholic Primary School is Expected standard, from an inspection in January 2026.

When was St Augustine's Catholic Primary School last inspected by Ofsted?

St Augustine's Catholic Primary School was last inspected in January 2026.

How many pupils does St Augustine's Catholic Primary School have?

St Augustine's Catholic Primary School has 141 pupils on roll.

What age range does St Augustine's Catholic Primary School cover?

St Augustine's Catholic Primary School for pupils aged 3 to 11.

What are St Augustine's Catholic Primary School's SATs (KS2) results?

In 2025, 53% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is St Augustine's Catholic Primary School?

St Augustine's Catholic Primary School is at Henshall Avenue, Latchford, Warrington, Cheshire, WA4 1PY.