|Name||St Peter’s Church of England Primary School Wymondham|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 November 2019|
|Address||Glebe Lane, Wymondham, Melton Mowbray, Leicestershire, LE14 2AF|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||15.6|
|Academy Sponsor||Diocese Of Leicester Academies Trust|
|Percentage Free School Meals||12.8%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||15.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
Pupils are happy and well looked after. They take pride in their school community. Staff expect pupils to behave well. Pupils play well together. They are polite and friendly. A pupil asked an inspector, ‘Do you want to answer a quiz question?’ They are taught to be respectful of those who may have beliefs that are different to their own.
Pupils enjoy the leadership roles they have, such as play leaders, school council members and behaviour champions. The ‘book buddies’ help keep the library tidy and read with younger pupils. Such roles help pupils learn to be responsible. However, sometimes, staff do not expect pupils to be as independent as they could be. Pupils do not always ‘have a go’. They like the extra opportunities the school offers, such as the ‘daily mile’ and the fencing club. Pupils learn the importance of being healthy and taking part in physical activity.
Pupils say they are kept safe in school and there is no bullying. They say, ‘We look after each other.’ Nearly all parents and carers are very positive about their children’s experiences at the school. Many commented on the caring staff. They say the school has ‘a happy family atmosphere’.
What does the school do well and what does it need to do better?
Leaders have improved the school and the curriculum. They have a clear vision for how they want to develop the school further. The school is very well led and managed. The school works closely with another group of schools. Staff receive effective training to improve their teaching. Leaders support well those teachers who are newly qualified. Staff say that leaders are considerate of their workload. They are proud to work in the school.
Leaders and other staff think about the most important things they want pupils to learn. For example, they have planned for pupils to learn particular sports, including basketball, so that pupils will be able to take part in competitions. Staff plan some subjects, such as mathematics and history, in more detail than others. Leaders are well on the way to making sure that all subjects are planned and delivered well. There is still some work to do to make sure all teachers have the knowledge they need in all subjects.
Staff are ambitious for what the pupils can achieve. They make sure that the pupils have a good quality of education. This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Teachers make sure pupils across the school behave well. They teach pupils the importance of respecting others. Staff are developing the curriculum to help pupils to understand the wider world. For example, we observed pupils learning about Remembrance Day. Some used War Office records to learn about the lives of soldiers from the village who had fought in the First and Second World Wars.
Teachers usually plan lessons that interest and meet the needs of the pupils. Sometimes, staff do a little too much for the pupils, who are not quite as independent as they could be.
Mathematics is taught well across the school. Teachers help pupils understand new ideas well by using images and equipment. They make sure that pupils can use their mathematics knowledge to solve problems.
Staff make reading a high priority. Pupils are enthusiastic about reading and most learn to read well. Teachers are using a new approach to help teach reading comprehension skills. Leaders provide effective training to improve the teaching of phonics. Teachers give pupils individual support to help them become confident readers. Sometimes, staff do not match the books they choose for pupils as well as they could to the sounds that pupils know.
The trust and the new local governing body support leaders well to improve the quality of education.
The arrangements for safeguarding are effective.
Pupils learn how to keep themselves safe in different situations, such as when they are online. Pupils say they feel safe.
Leaders make sure that staff have regular safeguarding training. Staff know what to do if they have a concern. They know how to report a concern. When it is appropriate, leaders work with other services to support pupils and families. Leaders keep detailed records of the checks they carry out on adults working in the school.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Teachers sometimes use vocabulary in lessons that pupils do not fully understand. When this happens, learning is not as effective as it could be. Teachers should choose carefully the vocabulary they want pupils to learn. They should check that pupils understand and can use the vocabulary well. . Staff sometimes do not match the books pupils read in school and take home well enough to the sounds that pupils know. Staff should check this carefully to support pupils to become more fluent in their reading. . Teachers usually have strong subject knowledge which they use to plan ambitious lessons. However, this is not consistently the case. Leaders should make sure that teachers’ knowledge is strong in all subjects. Teachers should ensure that they address pupils’ misconceptions effectively and improve further pupils’ achievement. . Staff sometimes do not expect the pupils to be as independent as they could be.Staff should expect and teach pupils to do more for themselves to develop a more ‘have a go’ attitude. This will improve further pupils’ personal development and positive attitudes to learning.