St Peter and St Paul Church of England Academy

Highlights from Latest Inspection

Outcome

St Peter and St Paul Church of England Academy continues to be a good school.

What is it like to attend this school?

Pupils at this school are polite and respectful. They show good manners as they go about their school day. They describe the school as a very positive environment.

They say it is one in which they feel safe and happy. The pupils truly do demonstrate the school's three values of respect, honesty and perseverance.

Teachers have very high expectations of pupils.

Teachers encourage pupils to sit up, answer questions and 'track the speaker'. This helps pupils develop good learning behaviours which, in turn, helps them learn.

Pupils are kind to e...ach other and accepting.

They know that derogatory language or bullying is not acceptable. Staff are sharp to deal with these rare incidents, if and when they occur.

Pupils develop a thirst for learning.

They come to school excited about the new things they will learn. There are ample opportunities for pupils to develop their talents and interests. Teachers help pupils develop to be resilient in their setbacks.

As a result, pupils will often say 'It is not I can't, but it is I can't yet.'

The overwhelming majority of parents and carers hold positive views about their children's experiences at the school.

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

Leaders have ensured that the curriculum is ambitious at this school.

The range of subjects allows pupils to experience a breadth of learning. Core subjects, such as early reading and mathematics, are very well established and have a positive impact on pupils' learning.

Leaders have made necessary changes to some parts of the curriculum, so that pupils can gain a depth of understanding.

For example, there have been changes to the art curriculum. This is now beginning to expose pupils to the work of a greater range of artists. Leaders have considered how pupils build on what they know.

The curriculum is well sequenced.

Subject leaders have planned out the essential knowledge, such as facts and vocabulary, that pupils must know. Teachers use resources and activities effectively, so that pupils know and remember this important knowledge.

In a few subjects, the knowledge that leads to pupils developing subject-specific skills, is not as yet precisely identified. Some pupils do not develop these skills as well as they could.

Teachers have good subject knowledge.

They use expert questioning to check if pupils have understood key concepts well. Teachers' effective use of 'cold calling' ensures that pupils are ready to answer questions at any point during a lesson. This keeps pupils focused.

Pupils with special educational needs and/or disabilities (SEND) study the full curriculum. Leaders are diligent in identifying pupils' needs and ensuring that teachers support all pupils to overcome any barriers to learning. Leaders review the 'small steps' targets for pupils with SEND regularly.

This helps pupils with SEND achieve.

Leaders have prioritised reading. Children start to learn to read as soon as they start in the Reception Year.

Teachers are early reading experts. They ensure that all pupils learn the sounds that letters make. Pupils are able to use this knowledge to read books that are well matched to the sounds they know.

Pupils become fluent and confident readers. As pupils get older their love for reading continues to grow. Carefully chosen books expose them to different genres and styles.

Older pupils talk enthusiastically about books, such as the 'Nowhere Emporium' and 'The Boy at the Back of the Classroom'. Teachers help pupils develop cultural and social understanding through the class books they read.

Children in the early years get off to a good start.

Adults plan activities carefully. For example, children are able to paint daffodils. This not only helps them express themselves artistically but helps them understand the changing environment as spring approaches.

Teachers ensure there is a focus on vocabulary. Children use terms such as 'cuboid' and 'sphere' with accuracy. The well planned and delivered early years curriculum prepares pupils well for the next stage.

Pupils' behaviour is exemplary. Leaders have ensured that there is a focus on teaching pupils how to behave. This culture resonates throughout the school.

Leaders have ensured that pupils develop as individuals. Many pupils are proud to represent the school in different sports teams. Many pupils are nervously looking forward to taking part in the annual school musical, which is 'Oliver!' this year.

Pupils benefit from extra-curricular trips and residentials. Pupils have a good understanding of how to stay safe.

At all levels, leaders protect staff from external pressures, including workload.

Well-being of staff is a priority. Staff are proud and happy to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff are vigilant at this school. They record and report any concerns they have straight to the designated safeguarding leader. Leaders have trained the staff well to recognise the signs that indicate that a pupil might be at risk.

Leaders keep detailed records of concerns. They record the swift actions they take to keep pupils safe. Leaders work with external agencies to support the most vulnerable pupils.

Governors and executives from the trust monitor and evaluate how well staff adhere to safeguarding policies and procedures. They understand their statutory safeguarding responsibilities well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the knowledge that enables pupils to develop subject-specific skills is not as precisely identified as it is in others.

In these subjects, pupils do not always develop these subject-specific skills as well as they could. Leaders should ensure that teachers know and teach the essential knowledge that leads pupils to develop subject-specific skills in all subjects.

Background

When we have judged good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in December 2014.

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