St Peter’s Droitwich CofE Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. In this happy school, pupils make good progress and achieve well in a wide range of subjects so that they are well prepared for the next phase of their education. Since the previous inspection, leaders and managers have maintained the school's strengths and made further improvements, such as to the teaching and achievement of disabled pupils and those who have special educational needs, and attendance.

Teaching is good and staff convey high expectations of achievement and behaviour to pupils. Around the school and in classrooms, attractive displays of work remind pupils what they can achieve. Behaviour is good around the school and in lessons..../>
Pupils are courteous and respectful to others. They say they feel safe, and parents are confident about their child's safety because : the school places great emphasis on this area. The headteacher, fully supported by senior staff, sets high standards and expects them to be met, so that staff morale is high and staff are proud to work in the school.

Governors know the school well and are vigorous and effective in holding the senior leaders to account. It is not yet an outstanding school because : The questions teachers ask in lessons do not always challenge pupils to think harder, and pupils are not always clear about knowing what they should aim for to reach the next level in their work. Teachers' marking is not always helpful in showing pupils how to improve their work, or checking that they have learnt from their mistakes.

Information about this school

The school is a larger than most first schools. The very large majority of pupils come from White British backgrounds, and almost all speak English as their first language. A below-average proportion of pupils receive support through the pupil premium (additional government funding for pupils who are eligible for free school meals or cared for by the local authority).

The proportion of disabled pupils and those who have special educational needs supported at school action is about average, as is the proportion supported at school action plus or with a statement of special educational needs. At the time of the inspection nearly all pupils in Year 4 were away on a residential trip. Inspectors were able to speak with a group of Year 4 pupils before they left for the trip, spoke to parents including ones of Year 4 pupils, and examined Year 4 books and records of progress.

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