The St Peter and St Paul C of E Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this school.

They understand and celebrate their locality through projects such as 'why the world needs Lincolnshire'. All pupils know the importance of the three school values. Teachers encourage pupils to demonstrate respect, courage and compassion in their daily lives.

Teachers have high expectations of pupils' behaviour and there is little to no disruption in the classrooms. Pupils say that bullying does not happen at this school. They are very confident that teachers would not tolerate any form of bullying.

Leaders at the school create a caring ethos. The school is calm and orderly at all times. Everyone looks out for one another i...n the school community.

Pupils who act as 'mini police' help pupils who look upset or lonely. Pupils say that they feel safe in this caring environment.

In assemblies, pupils use British sign language to sing songs and take part in events such as World Afro Day.

Pupils say that the school teaches them to be inclusive.

Parents and carers are overwhelmingly positive about the work the school does to support and educate the pupils that attend. As one parent put it: 'Children go from buds all the way through to blossoming at this school.'



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

Leaders have ensured that the curriculum is broad. Pupils study all the subjects that make up the national curriculum. In many subjects, leaders have ensured that teachers know what they need to teach and when.

In these subjects, teachers understand how pupils build their knowledge over time. They support pupils to develop an appropriate depth of knowledge. In a few subjects, however, subject leaders are still identifying the precise knowledge pupils need to learn.

Pupils do not yet build a sufficient depth of knowledge in these subjects.

Teachers have good subject knowledge in most subjects. They choose resources well to help pupils to understand important concepts.

Teachers ask appropriate questions in some lessons to check if pupils know and remember important vocabulary. For example, in science, teachers check that pupils understand the difference between insulators and conductors. In some subjects, teachers do not use assessment well enough.

They do not always check that pupils remember the most important vocabulary and knowledge. Pupils sometimes have gaps in their knowledge when this occurs.

Children start to learn the sounds that letters make as soon as they start Reception.

Leaders have made sure that every teacher and teaching assistant is an early reading expert. All those who teach reading use a consistent approach. Teachers match reading books to the sounds that pupils know.

Pupils become confident and fluent readers. Teachers check with precision that pupils are remembering the sounds that letters make. When pupils fall behind, teachers intervene swiftly to help them keep up.

Pupils with special educational needs and/or disabilities (SEND) are extremely well supported. They access the full curriculum. Teachers adapt teaching so that pupils with SEND can take part in the same activities as other pupils.

Pupils with SEND achieve well at this school.

Language and communication are at the heart of the curriculum in Reception. Children learn to take turns and share.

They engage in role play around planned themes such as 'people that help us'. In doing so, children learn about the police and fire brigade. The birdwatching hide supports children's understanding of the world as they observe birds gather food to feed their young.

Staff use the outside area well to support children to learn across all seven areas of learning.

The curriculum goes beyond the academic. Teachers ensure that pupils learn about online safety and how to stay healthy.

Many pupils and teachers take part in '5 a day'. This is 5 minutes of physical activity during the school day, reminding pupils to stay active. Pupils have a good understanding of healthy relationships.

Leaders state that competing in sports is an important part of school life. Many pupils enjoy representing the school in cross country and other sporting events. All pupils benefit from at least one residential trip and other trips, including to the National Space Centre in Leicester.

Governors understand their roles and hold leaders to account. They challenge effectively when leaders need to improve the school. All staff are proud to work at this school.

Many staff acknowledge that leaders consider their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders create and maintain a strong culture of safeguarding at this school.

All staff fully understand that they must record any concerns they have about pupils' welfare and bring it to the attention of the designated safeguarding leaders.

Leaders have detailed knowledge of the concerns about each pupil. They maintain up-to-date records and actions taken to safeguard pupils.

Leaders work closely with external agencies to support the most vulnerable pupils and families.

Pupils all know they can talk to any member of staff about a worry or a problem.

Governors regularly check the school's safeguarding procedures.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the key knowledge and content that pupils need to learn across all subjects. In a few foundation subjects, teachers do not know exactly what pupils should know by when. Consequently, pupils do not gain a depth of knowledge in these subjects.

It is clear from leaders' actions that they are in the process of reviewing these foundation subjects. For this reason, the transitional arrangements have been applied. Leaders should ensure that there is clarity around the precise knowledge that pupils should know and by when in all subjects.

• In some foundation subjects, there is no consistent approach to how teachers assess what pupils learn. This means that pupils can have gaps in their knowledge which teachers do not address. Leaders should ensure that assessment in all subjects enables teachers to identify and address gaps in pupils' knowledge.