St Peter’s Church of England Controlled Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this warm and welcoming school embody the school's vision of 'Let your light shine.'

Their behaviour and manners shine across all aspects of school life. Pupils are taught how to be role models through becoming buddies to the younger children. They flourish in this role.

Pupils develop a strong sense of responsibility and pride.

The school's ambitious curriculum gives pupils, including those with special educational needs and/or disabilities (SEND), many rich opportunities to develop new knowledge. Learning is enhanced through high-quality trips and experiences that bring learning to life.

For example, pupils visit a local Victorian museum... in different year groups to build up their knowledge over time. Learning across all subjects is meticulously sequenced and this helps pupils to achieve consistently well. Pupils are very well prepared for the next stage of their education.

The school develops pupils' talents and interests through a wide range of opportunities, such as school councillors, faith councillors and safety guardians. The school thinks carefully about how to develop these responsibilities even further. For example, the school council has a pupil treasurer who works with the parent and teacher association to budget for school improvements.

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

The school is determined to provide the pupils with the best education it possibly can.Leaders have designed an ambitious curriculum. This begins in the early years where children benefit from a wide range of language-rich experiences.

The curriculum meticulously sets out the books, poems and stories that the pupils are exposed to. Leaders carefully consider opportunities to ensure pupils develop a depth of understanding through the books they read. For example, pupils in Year 3 read a book about Charles Darwin, then revisit the book in more depth in Year 6.

Alongside curriculum revisions, leaders have ensured that all staff are highly skilled in delivering the school's curriculum. Staff rigorously check pupils' learning through proof of progress 'POP' tasks. They make sure that any misconceptions are addressed and that pupils remember their learning.

Children in the early years make an impressive start in learning to read. In Nursery, children are taught to listen attentively to sounds in the environment, which helps to prepare them for more formal phonics teaching in Reception. Phonics is taught by expert staff who quickly identify any pupils at the early stages of reading who need extra help.

As a result, pupils learn to read with confidence and fluency.

The quality of care and support for children in the early years is excellent. Staff carefully consider the provision for the needs of two-, three- and four-year-olds.

The early years curriculum carefully identifies what children need to know and when. Children become curious, inquisitive and confident learners. Relationships are warm and positive.

Staff listen to children, giving them time to think and time to speak. As a result, children thrive in early years.

Support for pupils with SEND is of a high quality.

Staff quickly identify pupils who may need additional support. They make suitable adaptations to ensure that pupils can access the same ambitious curriculum as their peers. Consequently, pupils with SEND flourish.

Behaviour across the school is excellent. Pupils consistently have positive attitudes to learning. Even when learning is hard, pupils are resilient and persevere.

The school has recently updated the behaviour policy. While behaviour has always been positive, leaders have continued to make improvements. For example, they introduced 'happy playtimes', where different activities are set up over the week.

This has led to a more positive experience for some pupils who found playtimes challenging.

Attendance is very high for all pupils. Despite this, leaders are not complacent and are relentless in their approach to ensure that pupils come to school every day and are on time.

Where there are barriers, leaders work effectively with pupils and their families to improve attendance. As a result, no pupil is disadvantaged by poor attendance.

The school prepares pupils for life beyond school extremely well.

Pupils confidently talk about different cultures and religions with maturity and respect. For example, one pupil explained the term 'faith councillors': 'We are not called Christian faith councillors, because we want to be inclusive for all religions.' Pupils show a great deal of sensitivity.

They confidently talk about how they are taught to respect differences, and they do.

Governors and leaders share their vision for pupils. They hold school leaders to account and fulfil their statutory responsibilities with diligence.

Teachers are highly positive about the professional development they receive. Staff also appreciate the support in place for workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.