St Peter’s Church of England Voluntary Controlled Primary School, Sible Hedingham

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in the welcoming, family atmosphere at this village school. The carefully constructed curriculum supports them to learn effectively. Adults have high expectations of pupils.

The school's mantra of 'Aspire, Persevere, Achieve' encourages pupils to aim high and achieve well. Pupils come to school happily, knowing that every day counts. They love learning and are proud of their school.

There are respectful relationships throughout the school, between pupils of all ages and between pupils and adults. Older pupils are excellent role models. For example, play leaders take their responsibilities seriously.

They support other pupils at lunchtime, on t...he playground and in the dining hall.

The school is very outward-looking. Visits to the Houses of Parliament, a West End musical and various museums help bring learning to life.

They take pupils well beyond the familiarity of their rural setting. Residential trips build pupils' independence and resilience. Leadership roles increase their confidence.

There are many high-quality, extra-curricular activities for pupils. In democracy week pupils experience an election process, voting for their pupil leaders. In aspirations week they reflect on possible future careers.

The St Peter's challenge award teaches pupils about service to others and making a difference. It lays the foundations for responsible citizenship.

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

The school has constructed a well-sequenced, aspirational curriculum.

It is carefully crafted to ensure that children gain the knowledge and skills they need in each subject, at each stage of their education. In the Reception Year, for example, children take part in a range of activities that prepare them for later learning in all subjects. For example, children sing songs and experiment with sounds.

They play un-tuned percussion instruments and learn to follow a beat. This prepares them for music lessons in key stage 1.

Teachers use a range of strategies to help pupils build their learning over time.

Lessons start with a recap to aid pupils' recall of prior learning. Teachers explain new learning well. They give pupils time to practise and apply what they have learned.

As a result, pupils' work is generally of a high quality. Pupils talk confidently about what they have learned, often correctly using subject-specific vocabulary.

The school is ambitious for pupils.

In some lessons, however, teachers do not provide opportunities for pupils to extend their learning. The questions teachers ask, or the activities they design, do not always promote deeper learning. This means some pupils do not achieve as highly as they could.

High-quality books are a feature of every classroom. In the Reception Year, children learn through listening to stories. They develop a love of reading from the moment they start school.

Daily story time takes place in key stages 1 and 2. Teachers model fluency, expression and an enthusiasm for reading that inspires pupils. In the Reception Year and key stage 1, phonics lessons teach pupils the letters and sounds they need for reading and writing.

If pupils need extra support, skilled adults work with them in small groups or one to one. Most pupils are competent readers by the end of Year 2.

The school meets the needs of pupils with special educational needs and/or disabilities (SEND) effectively.

It achieves this through a combination of high-quality teaching and skilful adult support. Where necessary, the school liaises with outside agencies, for example, to provide speech and language therapy. Pupils with SEND are fully included in school life and supported to succeed.

Adults have high expectations of pupils' behaviour. They establish clear routines that support pupils to meet these expectations. Pupils get ready to learn quickly at the start of each session.

They listen attentively to the adults and to each other during lessons. No learning time is lost through poor behaviour.

The offer for personal development is exceptional.

It is meticulously designed to build pupils' character, expose them to new experiences and equip them for their future lives. For example, pupil leaders participate in school improvement. They carry out pupil conferences and feed back their findings to leaders.

Opportunities for pupils to explore their creative interests are plentiful. The annual summer performing arts festival is a highlight of the school calendar.

There is a strong team spirit at the school.

Parents, staff and governors are highly supportive of school leaders. Staff value the training they receive and the opportunities to network with other schools. The leadership team has made effective changes to the school in recent years.

This reflects their drive for continuous improvement. Governors hold leaders to account, while supporting them to achieve their ambitious goals.

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 lessons, teachers do not routinely provide pupils with opportunities to extend and deepen their learning. Consequently, pupils do not always achieve as highly as they could. The school should ensure the good practice that exists is consistent across the school and that all staff use a range of pedagogies, so that all pupils can achieve the ambitious aims of the curriculum.

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