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Pupils are chatty and friendly. Relationships between staff and pupils are positive. Everyone at the school is valued and included, including those with special educational needs and/or disabilities (SEND).
An inclusive ethos permeates the whole school environment.
Pupils feel safe in school. They know they can talk to staff about any worries they have.
Bullying and unkind behaviour can happen occasionally. Leaders take it very seriously. When it does happen, they deal with it swiftly.
The school's motto, 'Reach for the Sky', captures leaders' ambition for pupils. This is realised through pupils' p...ersistence, resilience and determination in their work. Pupils strive to do their best and are proud of their school.
They behave well in lessons and during breaktimes. The small number of pupils who need to improve their behaviour get the help they need to do so.
Pupils enjoy the wider opportunities provided by the school and trust.
Activities, such as musical performances, sports competitions and residential visits, help build pupils' confidence and character. Other experiences, including the Year 6 visit to Paris for a week with other trust schools, provide lasting memories for pupils.
What does the school do well and what does it need to do better?
Leaders have a clear vision for the school, which is shared by staff and governors.
They have high expectations, which are realised in pupils' work and behaviour. The trust provides strong support for leaders and staff, including early career teachers. Governors challenge leaders effectively.
They are well informed and ask probing questions in meetings to assure themselves that the school is being well led and managed.
Leaders have designed an ambitious and well-structured curriculum, which covers all subjects in the national curriculum. They have identified the skills, knowledge and key vocabulary that pupils in key stages 1 and 2 need to develop step by step.
However, leaders have not yet applied this focus to the early years curriculum. Early reading and mathematics are well-thought-through, but other areas of learning are less well sequenced. This means that children are not as well prepared for some subjects in Year 1 as they could be.
Teachers have good subject knowledge. They use resources well to support pupils' learning, especially for pupils with SEND. Teachers explain new learning clearly and check that pupils understand.
They identify misconceptions and gaps in learning and address these promptly. Staff assess pupils' learning regularly. However, subject leaders have a limited understanding of the delivery of the curriculum and its impact.
This reduces their opportunity to make improvements where needed.
Leaders recognise the importance of reading. They have invested in a new phonic scheme to further improve early reading.
Phonics is taught systematically. Children in the early years quickly learn their letters and sounds. They take the same books home that they read in school, so that they can practise and embed their new learning with parents.
Pupils who struggle with reading get the help they need. Pupils have a good range of books to choose from to help develop their love of reading.
Staff receive regular training to support pupils with SEND.
They identify pupils early. Leaders ensure that pupils are fully included in school life. Teachers adapt work to meet the needs of pupils, so that they achieve well.
Leaders access specialist support for pupils with specific difficulties and liaise closely with parents.
Pupils know that they are expected to behave well. Almost all do.
This ensures that pupils are not distracted from their learning. If there are any difficulties, staff manage the situation calmly, and swift support is provided.
Leaders place great importance on pupils' personal development.
Pupils are respectful to adults and each other. They recognise that difference is part of society. Pupils have a good understanding of those with different beliefs and those from different cultures.
They know that discrimination of any kind is wrong.
Pupils demonstrate a secure understanding of how to stay healthy. Children in the early years learn about health and hygiene.
Older pupils learn about the functions of the digestive system and healthy diets. Both physical and mental health are covered comprehensively in the curriculum.
Staff enjoy working at the school.
They appreciate the support they receive from leaders. They report that some changes, for example introducing a new phonics approach, are adding to their workload. However, they accept that this will reduce as the new system becomes established.
They know that decisions taken are in the interests of pupils and are, therefore, happy to support these.
Safeguarding
The arrangements for safeguarding are effective.
Leaders ensure that all staff receive regular training, so that they know how to spot signs that a pupil may not be safe.
Staff are aware of particular risks that exist locally. High levels of vigilance from all staff mean that potential issues are spotted early. Concerns raised are acted on promptly.
Leaders make appropriate and timely referrals to other agencies to secure the help that pupils and families need. Robust checks are made on staff to make sure they are suitable to work in school.
The curriculum helps pupils learn about potential dangers and how to get help if they need it.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The early years curriculum is not as well sequenced, or precise, as the curriculum in the rest of the school. As a result, some children are not as well prepared in some areas of learning for Year 1 as they could be. Leaders should identify the key knowledge, skills and vocabulary they want children to learn, so that children are well prepared for learning national curriculum subjects in Year 1 and beyond.
• Subject leaders have limited opportunity to monitor how well the curriculum is delivered across the school. They are unclear about where further improvements are needed or how they can support their colleagues. Leaders should ensure that subject leaders have the skills and opportunities needed to check how well the curriculum is being implemented and how well pupils are achieving.
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