We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of St Peter’s Church of England Primary Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Peter’s Church of England Primary Academy.
To see all our data you need to click the blue button at the bottom of this page to view St Peter’s Church of England Primary Academy
on our interactive map.
About St Peter’s Church of England Primary Academy
Peter's Primary is a school where pupils attend happily. Pupils arrive each day with smiles on their faces and receive a welcoming smile in return from caring adults. Staff place warm and positive relationships with pupils at the heart of all they do.
Children settle very quickly into school life when they start in Reception. They quickly learn to trust the adults and each other. Strong relationships help pupils feel safe in school.
School values are well embedded and understood. Pupils understand their mission of demonstrating and living out the values of service, humility, forgiveness, koinonia and justice. Adults model this perfectly for them, and pupi...ls follow their lead very well.
Staff are determined that all pupils reach their full potential. Pupils achieve well in reading, writing and mathematics because adults support them skilfully and have high expectations. The school identifies pupils with special educational needs and/or disabilities without delay.
Teachers adapt lessons and resources so that all pupils can access the same high-quality learning.
Pupils behave beautifully. They are routinely polite and well mannered.
Pupils recognise the value of supporting each other. Older pupils support the younger children intuitively. The school is a calm and purposeful learning environment.
What does the school do well and what does it need to do better?
The school wastes no time teaching pupils how to read. Staff teach phonics well. They identify quickly any pupils at risk of falling behind and provide additional support to help them catch up.
Books carefully match pupils' stages in the phonics programme. This helps them develop fluency and confidence in the earlier stages of learning to read. In the early years, staff provide writing opportunities that allow pupils to apply the skills and knowledge they have learned in phonics.
This helps children appreciate the link between reading and writing and enables them to write well for their age and stage.
The school has placed a high priority on staff's training and development. For example, in mathematics, staff make sure that pupils revise what they have learned previously before working on more challenging calculations.
In other subjects, staff use their expertise to build on what children learn in the early years. This means that when children leave Reception, they are ready for the next stage of their education.
Pupils take pride in their work.
Books are presented to a high standard. The school expects all pupils to listen well and be ready to contribute to lessons. Where this is done well, it is highly effective.
However, it is not yet embedded consistently in all lessons or in all subjects. This limits how well staff identify those pupils who do understand and those who might need some extra support. Consequently, some pupils do not learn as well as they could.
Pupils behave well throughout the day. This starts in Reception, where children show good levels of independence and already know the importance of following the school rules. Staff interact expertly with children to help promote curiosity and enhance their learning.
Pupils across the school engage well with learning. Older pupils understand the importance of good behaviour. They know the school is helping them to be active and responsible adults of the future.
The way the school develops pupils' character is exemplary. Pupils are beautifully respectful of one another. An ethos of care and compassion permeates everything that pupils say and do.
It helps the school be the inclusive and welcoming place it is. The school's approach to developing the whole child is also praiseworthy. Pupils understand that they can improve and add value to their community.
They know they can make a palpable difference, and they do. For instance, they enjoy performing for residents in the local nursing home, making the village cleaner by picking litter and encouraging wildlife through joint projects. The school is also creating a peace garden for all community members to enjoy.
Pupils have thought carefully about how this can be a central place for residents to unite and support each other, especially after a period of sadness and loss.
The school is led very well. Its leaders carry out their work with integrity, putting pupils' best interests at the heart of every decision.
The local academy committee knows the school and the community well, enabling them to add value. The trust is also pivotal in supporting this school on its journey of continued success. Most parents and carers are overwhelmingly appreciative of the education, care and guidance their children receive.
All work harmoniously in the best interests of children as 'One family under God'.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's approach to engaging pupils at all points of learning is not yet fully embedded.
This means that not all staff are able to assess accurately pupils' learning and address any key gaps. As a result, some pupils do not learn as well as they could. The school should continue to ensure that its approaches to ongoing assessment and its commitment to ensuring all pupils engage fully with learning are embedded effectively.
