Christ Church & Saint Peter’s Cofe Primary School

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About Christ Church & Saint Peter’s Cofe Primary School

Name Christ Church & Saint Peter’s Cofe Primary School
Ofsted Inspections
Headteacher Mrs Clare Clay
Address 8 Rothley Road, Mountsorrel, Loughborough, LE12 7JU
Phone Number 01162302800
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 415
Local Authority Leicestershire
Highlights from Latest Inspection


Christ Church & Saint Peter's CofE Primary School continues to be a good school.

What is it like to attend this school?

Christ Church and Saint Peter's Primary School is a warm and friendly school.The school's motto, 'We aim high, caring for everyone', is evident in all aspects of school life. This is a school with a big heart that embraces children and makes them feel safe, happy and welcome.

Pupils have warm relationships with adults in school. Pupils know that staff expect them to behave well. Respect is an expectation of all.

Leaders are ambitious for all pupils. The school is very inclusive. Staff are determined that all pupils, including those with special educationa...l needs and/or disabilities (SEND), receive the support they need to flourish and achieve well.

A range of enrichment activities develops pupils' talents and interests. Pupils benefit from a wide range of extra-curricular activities, including sports clubs, chess club, coding club and the popular history club.

Staff know the pupils and their families well.

Parents and carers are overwhelmingly positive about the school. A typical comment was, 'The school has a really strong and supportive ethos. It feels like all children are seen and nurtured as individuals.'

Another parent commented, 'The school is fantastic. It is like a family.'

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

The school provides pupils with a good quality of education.

Leaders have constructed an ambitious, well-sequenced curriculum. Leaders have identified the key knowledge that pupils need to know and remember across the curriculum. Leaders want pupils to be subject experts, such as 'mathematicians in mathematics and historians in history'.

Teachers have good subject knowledge. Most teachers present the material carefully and provide clear explanations. However, on occasion, some teachers do not always provide activities that help pupils learn the intended curriculum.

In lessons, they check pupils' understanding and correct misconceptions. However, pupils are not always clear about how to develop their written work across the wider curriculum.

Leaders have made reading a high priority.

Early reading is taught well. Leaders make sure that staff have the skills they need to deliver the phonics programme. Pupils read books that are well suited to their phonic knowledge.

They use their skills effectively to decipher unfamiliar words. Teachers swiftly identify pupils who fall behind and help them to catch up. Pupils say they enjoy reading.

The provision for pupils with SEND is strong. Leaders have ensured that this is a highly inclusive school. Staff value every pupil, provide strong support and ensure that resources are suited to these pupils' needs.

They adapt their teaching, so that these pupils can access the curriculum. The school's specialist 'nest' provision offers pupils a calm and well-considered space, where experts are on hand to support pupils. The school's two therapy dogs, Crumble and Sandy, are a key part of the school community.

Parents often say that the school goes 'above and beyond' for their child.

Children in the early years settle well. It is a happy learning environment.

Teachers quickly establish clear routines in the early years. They behave well and focus during lessons. Considerable thought goes into ensuring that learning opportunities have real purpose.

For example, the daily learning that happens in the mathematics session then features throughout the learning environment.

Leaders have worked hard to improve the attendance of all pupils. However, too many vulnerable pupils are persistently absent from school.

This means they miss out on learning. Leaders are aware that they need to continue to improve the attendance of some pupils.

The school's work to support pupils' wider development is strong.

They have a well-sequenced personal, social and emotional development programme in place.Pupils are respectful and tolerant of everyone in the school community and beyond. They are knowledgeable about fundamental British values and why they are important.

Pupils said that 'all are welcome here'. The school prepares them well for life in modern society.

Governors and trustees make regular visits to the school.

They understand the school's strengths and areas for development. The school is well led and managed. Staff morale is high.

They know the leaders think about them and make sure that workload is considered and their well-being is a high priority. Staff are proud to work at this school.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Staff are well trained to recognise the signs that might indicate a concern. They know the procedures to follow if they are worried about a pupil.

Safeguarding leaders are knowledgeable about safeguarding risks in the local area. They liaise well with external agencies when a pupil needs extra help to keep safe.

The curriculum helps pupils to know how to keep themselves safe, including when online and with road safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum need further refinement, in particular the use of assessment in foundation subjects. Leaders should ensure that assessment enables pupils to develop and deepen their understanding, and that the work set is matched to pupils' ability. ? Too many vulnerable pupils are persistently absent.

They are missing education and are at risk of falling behind their peers. Leaders should continue to develop strategies to ensure that all pupils attend regularly.


When we have judged a school to be 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 first ungraded inspection since we judged the school to be good in November 2017.

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