St Peter’s Anglican / Methodist VC Primary

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

St Peter's Anglican Methodist VC Primary has been through an unsettled time since the previous inspection.

New leaders have been in place for the past two years and they have made some positive alterations to the curriculum. They have a strong vision, but the full impact of this is yet to be realised. Recent published... outcomes at the end of key stage 2 show there is further work to do to support pupils to achieve their full potential.

The school is at the heart of the community. Pupils are welcoming and kind. They are courteous to visitors.

Pupils demonstrate the school's distinctive values which include 'honesty' and compassion.' They attend well and are safe. Relationships between adults and pupils are strong.

Pupils learn in a calm environment. The school's behaviour motto of 'ready, respectful and safe' is known by all. Pupils understand why it is important to do their best.

Pupils take part in a variety of enrichment activities. These are carefully planned to support and build on areas of the curriculum. For example, pupils visit the Houses of Parliament.

Consequently, they make links between the democratic process and voting for house captains.

Pupils develop new skills and talents through a range of clubs. These include kick boxing and football.

Pupils are proud to represent their school in sporting tournaments.They are competitive, but fair-minded. They value the opportunity to participate in competitions.

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

The school has outlined clear actions to improve the curriculum. This is beginning to improve the quality of education current pupils receive. However, more needs to be done to ensure that pupils reach what they are capable of.

In some subjects, the curriculum is not yet fully developed or implemented as intended. Consequently, pupils are not supported to build their knowledge comprehensively across all subjects.

Where the curriculum is more established, staff do not always use what they know about how well pupils understand the curriculum to make adjustments.

As a result, some pupils move on to new learning with ongoing gaps in their knowledge. Others, who are secure in their understanding of important concepts and ideas, do not move onto more complex learning when they are ready to do so.

The curriculum for the youngest pupils has been strengthened.

In the Reception Year, children begin to develop their understanding in all areas of learning. Nonetheless, the important knowledge that will help children later is not always explicitly highlighted, so it can be reinforced in preparation for Year 1 and beyond.

The school has taken steps to develop a love of reading.

Pupils learn about the range of human experience through books and stories. This helps them to understand and relate to the diversity of modern Britain. The library and bookshelves are well stocked with books that spark pupils' interests.

Pupils speak positively about the books they have read and their favourite authors.

There is a structured approach to the teaching of early reading. Pupils learn letter sounds through daily phonics lessons.

They then blend these sounds into words. Those who fall behind are quickly identified and are supported to catch up. However, the reading curriculum for older pupils is less rigorous.

It does not help pupils to confidently develop their wider reading knowledge and skills. This is reflected in published outcomes at the end of key stage 2.

The school places a high priority on meeting the needs of pupils with special educational needs and/or disabilities (SEND).

Staff have a secure understanding of how to support pupils. They make suitable adaptions which help pupils follow the curriculum successfully. They work in close partnership with the parents/carers of pupils with SEND, as well as with external agencies.

The school focuses strongly on pupils' wider development. Pupils develop responsibility through roles, such as the 'buddy' system. Older pupils participate in residential opportunities which develop their confidence and their ability to challenge themselves.

Pupils develop strong links with the community. For example, they work with the local gardening club to improve the environment.

Pupils know how to keep themselves safe, including when online.

They learn how to ride bikes safely, for instance. Pupils understand the importance of being physically and mentally healthy. They value the 'cwtchy corner' as a place for reflection.

Pupils are tolerant of differences between themselves and others. They know that everyone should be treated fairly.

Staff appreciate the consideration shown for their workload and well-being.

They value leaders' responsive approach. When new strategies are introduced, leaders consider the implications for staff. The school and the governing body have the necessary expertise to continue to strengthen the curriculum.

Their actions have begun to have some positive impact on current pupils' experiences at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is either not fully developed or implemented as intended.

Consequently, pupils are not supported to build their subject knowledge in a cumulative way. The school needs to ensure that the curriculum in all subjects is well designed and taught effectively. ? Where the curriculum is established, staff do not use what they know about how well pupils have learned the curriculum to inform what they learn next.

Therefore, pupils either have gaps in their knowledge of key concepts or ideas or do not move on when they are ready to do so. The school should ensure that assessment is used to inform teaching, so that it supports pupils to learn the curriculum successfully.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in March 2018.