St Peter’s Church of England Aided Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Through perseverance, courage, respect and compassion, staff and pupils are united in their aim to 'unlock potential'. This aim is realised. It underpins all that happens at the school.

It contributes to St Peter's being the harmonious community that it is.

Pupils are proud of their school. This is reflected in their positive behaviour.

Pupils know the importance of being 'ready, respectful and safe'. They hold doors open for adults and each other. They make way to let each other pass in corridors.

They thrive on the rewards that are on offer, including earning house points, the different coloured wristbands and being recognised in Friday's golden as...sembly. Spending time with Nelson, the highly popular school dog, is always a favourite. Pupils say that poor behaviour is rare.

However, when it occurs, it is dealt with quickly.

Pupils are inclusive. They look out for one another.

One pupil summed up many when they said: 'We're an inclusive school. It doesn't matter who you are, everyone is always included.' Pupils have an impressive understanding of British values; they know why these are important.

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

The school supports pupils who are at an early stage of learning to read well. As pupils join, the school carries out detailed checks to identify the sounds that pupils know and are yet to learn. Teachers benefit from regular training and support.

This results in the school's phonics programme being taught well. Beyond phonics, the reading curriculum is well organised. It is taught consistently.

It enables pupils to learn and read increasingly complex vocabulary and texts. Over time, pupils develop a love of reading. They read widely.

The 'reading key' rewards motivate them to read often.

Over the last two years, the school has overhauled the majority of its curriculum. On the whole, the school has clearly identified the important knowledge pupils need to learn.

Well-crafted plans then set out exactly what needs to be taught and when. In most cases, this helps teachers teach the curriculum effectively. However, some learning does not align with the intended curriculum.

Occasionally, the resources used do not accurately support the intended learning aims. This means that pupils miss out on some of the important building blocks of knowledge they need.

The school has acted decisively to address the low rates of pupils' progress reflected in 2023 national assessment outcomes.

This has included introducing new strategies to address gaps in learning and to help pupils remember what they have learned. Pupils currently in the school are doing well.

Pupils with special educational needs and/or disabilities (SEND) get the help that they need to learn the same curriculum as their peers.

Staff are skilled at knowing when to intervene and when to step back. Pupils with SEND are fully included in the life of the school.

The school's personal development offer prepares pupils well for life beyond school.

It is underpinned by a well-planned and sequenced programme for personal, social and health education (PSHE). Pupils also benefit from a good number of extra-curricular activities, including a wide range of sports. Pupils are proud of the contribution that they make as school councillors, house captains and mini leaders.

The number of pupils on roll has increased significantly over the last two years. More recently, the number of pupils arriving at the school who speak English as an additional language has risen sharply. While these pupils settle quickly, the school has not established a consistent approach to supporting these pupils when they first arrive.

At many levels, leadership and management are strong. Significant improvements have been secured over a relatively short period. There is a shared sense of direction.

Pupils, staff and the vast majority of parents and carers are proud of 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 a small number of cases, teaching does not align with the intended curriculum.

Occasionally, the resources used do not accurately support the intended learning aims. This means that pupils miss out on some of the important building blocks of knowledge that they need. The school should ensure that all lessons and teaching materials are closely and consistently matched to the intent that is mapped out in the curriculum.

• The school has not yet established a consistent approach to how pupils who speak English as an additional language will be supported when they join the school. This means that the school cannot be sure that these pupils get off to the best start possible. The school should ensure that it has a consistent strategy to support pupils who speak English as an additional language.