Fulwood, St Peter’s Church of England Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils achieve well and in some subjects they excel. They meet the school's high expectations for what they can achieve. They develop a rich vocabulary.

For example, with the help of teachers, they learn the meaning of many important words such as 'prairie, relinquish' and 'optimistic'. Pupils' attainment in national tests and assessments of their reading, writing and mathematics in Year 2 and Year 6 is high.

Pupils, including children in the early years, make lots of friends at the school.

They are happy and enjoy their learning. They relish their opportunities for learning through nature, supported by staff, in the school's grounds. They learn, for instance..., the names of birds that come to feed in the trees and bushes, such as goldfinch.

Pupils act with much self-control, including when they move about the school. They are polite. They behave very responsibly when meeting with visitors, such as inspectors.

They are proud of their school and the part that they play in helping it to become an even better place. For instance, as members of the eco-council they help to collect litter at the school and turn room lights down low when practical.

Pupils benefit from the extra-curricular clubs that the school provides.

For example, they take part in board games, choir and cooking. They know that roles in the school's sports teams are for everyone. Many pupils aspire to develop new skills, play their role in a team and compete with others.

What does the school do well and what does it need to do better?

Children in the Nursery and Reception classes become confident, keen learners. They benefit from staff's expert understanding of how young children develop and learn. Staff use information from other professionals, parents and carers to build the early years curriculum on what children already know and can do.

They promptly identify and support any children with special educational needs and/or disabilities (SEND). Children gain a secure foundation of knowledge, on which their learning builds successfully in key stages 1 and 2.

Pupils, including those with SEND, gain much new knowledge.

For instance, they become skilful, confident readers, writers and mathematicians. This is because, in the main, the school's curriculum is carefully thought out and staff implement it well. Staff select activities for teaching that are matched to the school's curriculum.

They use assessment strategies carefully to pinpoint gaps in pupils' knowledge. Pupils' attainment in Year 6, in reading, writing and mathematics, which are tested and assessed nationally, is high. Pupils are prepared to continue their education successfully at secondary school.

In a few subjects, the school's work to focus its curriculum on essential knowledge is less well developed. This makes it harder for staff to be clear on which key information to teach and assess. Pupils enjoy their studies but sometimes remember the activities more than the important information that they need to know.

The school has successfully made reading a high priority. It has strengthened its work, including staff's use of a new phonics programme. Staff benefit from training and advice about phonics, for instance, from outside experts.

Pupils become confident, fluent readers. Staff give weaker readers, including those with SEND, the precise support that they need to read fluently and maintain their confidence.

Beginning in the Nursery, children develop a wide knowledge of different stories and rhymes.

The school ensures that staff develop their own knowledge of children's literature. This means that staff can explain texts to pupils, including the meaning of key new words. The school has reviewed its provision of reading books and wider literature successfully.

It deepens pupils' knowledge of language and literature. Pupils at the school love reading the school's many fiction and non-fiction books. Older pupils speak confidently about a wide range of authors and their works, including the types of words that authors use to make their writing interesting.

Typically, pupils are well behaved. This means that low-level disruption to lessons is rare. Mostly, staff can focus their attention on teaching.

The school takes seriously any pupil's absence and works with parents to address issues. Pupils' levels of attendance at the school are high. They arrive at lessons punctually.

The school provides pupils with many beneficial opportunities to support their personal development. For example, staff introduce pupils in upper key stage 2 to the richness of language, performance and music in opera. The school also uses well-considered educational visits to deepen pupils' knowledge.

For instance, pupils in lower key stage 2 recently visited a local wetland centre for wildfowl. This helped them to understand the importance of protecting birds and the natural landscape.

Staff enjoy their work and feel that the school supports them, including with their workload.

Members of the governing body support and challenge the work of the school effectively. Governors keep their eye on the school's long-term priorities.

The school does not communicate its work to parents effectively.

This results in some parents having concerns about aspects of the school's work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not thought carefully enough about the essential subject content that pupils should learn and staff should assess.

Some of the curriculum is unclear. Consequently, staff miss out some essential learning, resulting in gaps in pupils' knowledge. The school should make certain that all its curriculum is equally well thought out and implemented so that pupils know and remember important information.

• The school does not communicate well enough with parents. This results in some parents becoming concerned about aspects of the school's work. The school should engage with parents as effectively as it can so that parents have all the information that they need to support their children's education.

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