St Peter’s Church of England Primary School Wymondham

Highlights from Latest Inspection

Outcome

St Peter's Church of England Primary School Wymondham has taken effective action to maintain the standards identified at the previous inspection.

The executive headteacher is Amanda Scott. This school is part of Rise Multi Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the interim chief executive officer, Dave Ellison-Lee, and overseen by a board of trustees, chaired by Stephen Adshead.

What is it like to attend this school?

Pupils are proud to be members of the school community at Wymondham. They live out the school's values of kindness, peace, hope, forgiveness, helpfulness and respect.

P...upils support one another to achieve their best. Older pupils act as positive role models to younger pupils. This helps to create an atmosphere of care and mutual respect.

Pupils behave extremely well. They are courteous and polite. They know the school's approach to behaviour and follow it.

Pupils, including children in the early years, follow clearly established routines. The school has high expectations of all pupils. Pupils embrace these expectations and achieve well.

They feel safe in school and know they can talk to an adult if they have any worries or concerns.

Pupils, parents and carers talk positively about the school's small and welcoming community. Staff establish positive relationships with pupils and their families.

Pupils feel valued across the school. They welcome the opportunity to share their thoughts about aspects of the school's provision. For example, members of the school council are active in their roles and work with staff to bring about changes to the school.

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

The school has recently developed many areas of the curriculum. There has been careful consideration given to what pupils will learn and when they will learn it. The school is ambitious about what pupils should learn.

For example, it prioritises the development of pupils' intelligent use of vocabulary. Pupils use increasingly complex subject-specific terminology in their lessons. Most pupils achieve well.

The school has thought carefully about how to teach pupils in mixed-age classes. It provides opportunities for pupils at different points in their learning to develop their thinking. At times, the curriculum is not implemented as effectively as it could be.

Some staff do not identify and address pupils' misconceptions. When this is the case, staff do not provide pupils with opportunities to move their learning on and to think in more sophisticated ways about the subjects that they study.

Reading is prioritised.

Pupils develop their reading fluency and their ability to discuss the meaning of the texts they read. Children in the early years are introduced to the school's phonics programme as soon as they start at the school. They are quickly able to read books matched to the sounds they know.

Pupils who require additional help with their reading are given timely support so they keep up with their peers. Older pupils talk confidently about the books and authors that they enjoy.

The school has high expectations for pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND learn the curriculum well. They are supported by resources tailored to their needs and by adults who know them well. The school works closely with external agencies to ensure pupils get the support they need.

Pupils, including children in the early years, demonstrate positive attitudes to their learning and to each other. There is a calm and welcoming atmosphere around the school. Pupils attend school well.

There is a strong emphasis on pastoral support. Pupils develop positive, trusting relationships with staff.

The school has devised a programme that supports pupils' personal development.

Pupils develop their understanding of relationships and sex education and personal, social, health and economic education. They can recall their learning about how to keep themselves safe, including online. Pupils know what living a healthy lifestyle involves.

They are proud to represent their school at sporting events, including rugby and hockey tournaments. Some aspects of this programme are in the early stages of being introduced. This means that some pupils do not benefit from the diverse range of experiences the school plans to provide.

There are a limited number of opportunities for pupils to develop their talents and interests. Pupils do not have a secure understanding of protected characteristics.

The local governing body holds the school to account.

Governors and trustees consider staff's well-being and workload well. Most staff are positive about the support they receive from the trust, including training that helps them to improve their practice.

Parents value the opportunities they have to be part of the school community.

They are invited into school to gain an insight into what their children are learning. Parents form positive relationships with staff and appreciate the caring approach staff take to nurturing their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are some inconsistencies in the implementation of the curriculum. This means that, at times, pupils' misconceptions are not addressed, and they do not deepen their learning. The school should ensure that staff follow the agreed strategies for implementation so that pupils learn well across the curriculum.

• Some aspects of the personal development programme are new, and pupils do not benefit from some of the opportunities that have been planned. As a result, some pupils do not have an age-appropriate understanding of protected characteristics or access to a range of clubs or activities to develop their talents and interests. The school should embed the new aspects of the personal development offer so pupils' interests are nurtured and they are well prepared to grow up in a modern and diverse world.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.

Also at this postcode