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They embrace the school's core values and Christian ethos. Pupils learn and grow in an environment where they feel nurtured, encouraged and safe. They value the positive friendships they make.
Pupils know that everyone is different and embrace and celebrate this. As a result, St Peter's is a happy school, where everyone is accepted.
Pupils know that every adult wants them to achieve.
They see how the recent changes to the curriculum have raised everyone's ambitions. Pupils respond to this by working hard. They persevere when things get tough.
As a result, many build a secure understanding of the subjects they l...earn. Pupils are articulate. Many are able to speak knowledgeably about what they have learned.
The majority of pupils now learn well.
Pupils are polite and engaging. While a small number of pupils struggle to meet the school's high expectations, most behave well.
Lessons generally proceed without interruption. In social time, pupils play respectfully and safely.
Some pupils take on leadership roles.'
Playground pals' ensure that no one is left out of play activities. Others lead assemblies and collective worship. Pupils value these roles and the contribution they make to the life of the school.
What does the school do well and what does it need to do better?
Historically, pupils have not achieved well. To address this the school has redesigned its curriculum. It is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).
High-quality training for teachers is enabling them to deliver this curriculum as intended. As a result, a greater number of pupils are learning more.
The school has ensured that teachers have received suitable training to develop their subject knowledge.
As a result, teachers have the subject knowledge they need to teach the curriculum. However, not all teaching is precise enough. Teachers' explanations are occasionally too long and complicated, or their instructions are not clear enough.
This means that some pupils do not secure learning as well or as deeply as they might.
Despite this, teachers still routinely check what pupils know. They ask questions that skilfully identify where there may be gaps or misconceptions.
Teachers adapt their teaching, so any gaps are quickly addressed. They make carefully considered changes to how they teach so pupils with SEND can access the curriculum. This means these pupils successfully learn alongside their peers.
The curriculum has reading at its heart. The school has developed a reading scheme that provides pupils access to a wide range of ambitious texts. Pupils enjoy the stories and books that are chosen.
They use them to bring alive their learning in other subjects. For example, Year 6 pupils link the plot of 'Animal Farm' to their learning about life in the Soviet Union during the Cold War. The school is quick to support those who struggle with reading.
Careful checks mean that pupils' specific barriers to reading are tackled head-on. Well-planned intervention by highly trained staff helps those pupils catch up. Consequently, pupils develop their confidence and become fluent readers.
The high expectations of behaviour are rooted in the school's core values. Pupils understand these expectations and know how to meet them. As a result, pupils are attentive in lessons and learning is rarely disrupted.
In the occasional case when pupils' behaviour falls below that expected, teachers consistently and swiftly intervene. The school routinely tracks the attendance of all pupils. It intervenes quickly to support pupils who find it difficult to attend.
Consequently, most pupils attend regularly and often.
The school provides a breadth of opportunities for pupils to develop their character. They learn about the core values that are important in society.
Pupils develop a strong awareness of these. This helps pupils develop into tolerant, respectful young people. The school is keen to develop its extracurricular offer.
There are a range of clubs and activities on offer, including performance, sports and chess. However, the limited offer is not always taken up by some pupils.
Staff share leaders' relentless determination to enable all pupils to succeed.
They feel valued and enjoy the benefits of working in a trust that invests in their training and well-being.
Governors, trustees and executives work closely together to hold the school to account.
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 has not ensured that teachers are trained to provide consistently clear explanations for pupils. As a result, learning time is lost or pupils do not secure important knowledge as well as they might. The school needs to ensure that teachers get the training and support they need so that explanations are clear and precise and pupils secure important information consistently well.
