St Peter’s Catholic Primary School

About St Peter’s Catholic Primary School Browse Features

St Peter’s Catholic Primary School


Name St Peter’s Catholic Primary School
Website http://www.stpeters-leatherhead.co.uk
Ofsted Inspection Rating Outstanding
Address Grange Road, Leatherhead, KT22 7JN
Phone Number 01372274913
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 394 (50% boys 50% girls)
Number of Pupils per Teacher 23.9
Local Authority Surrey
Percentage Free School Meals 3.3%
Percentage English is Not First Language 21.1%
Persisitent Absence 4.2%
Pupils with SEN Support 3.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (26 January 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school roll is increasing. As a result, the school is now larger than the average primary school. A new class is being added each September as the school becomes fully two-form entry. Around two thirds of pupils are from White British backgrounds. Approximately one fifth of pupils speak English as an additional language. The proportion of disadvantaged pupils is much smaller than that found in schools nationally. The proportion of pupils who have special educational needs and/or disabilities is smaller than in most schools. A small number of pupils are cared for by the local authority or have recently been adopted from care. At the time of the inspection there was extensive building work taking place in the school. The Year 5 class were away from school on a residential trip. The school meets requirements on the publication of specified information on its website. The school meets the government floor standards that set out the minimum expectations for primary schools.

Summary of key findings for parents and pupils

This is an outstanding school The quietly impressive headteacher manages his leadership team exceptionally well, enabling them to successfully lead improvements to the quality of teaching and outcomes for pupils. Talented senior leaders work together extremely well with the headteacher; they have an accurate view of the school’s strengths and a clear vision of what they want to improve further. Teaching in a wide range of subjects is interesting and challenging. Assessment information is used very effectively to ensure that all groups of pupils make at least good progress from their starting points. Children get off to a superb start to their education in the early years. Interesting and exciting activities, both indoors and outdoors, help children to develop a wide range of learning skills and behaviours, quickly and enjoyably. Disadvantaged pupils do as well as their peers and often better. Deficits in attainment in reading compared with other pupils nationally have been successfully diminished. Pupils who have special educational needs and/or disabilities are very well catered for and make rapid progress because of the high-quality leadership of their provision. Attainment at the end of key stages 1 and 2 in reading, writing and mathematics is high. Pupils are exceptionally well prepared for the next stage of their education. The school has a strong culture of safety and safeguards pupils from harm. Pupils throughout the school demonstrate exemplary attitudes to their learning. They behave extremely well and have excellent attendance. The school prepares pupils for life in modern Britain exceptionally well by teaching them about people with different backgrounds, characteristics, cultures and beliefs while maintaining a distinctly Catholic ethos. The governing body is very well skilled and led by a dedicated chair. Governors challenge school leaders rigorously and this has been instrumental in helping the school to improve. Parents are overwhelmingly positive about all aspects of the school’s work. They are pleased that their children are able to attend such a welcoming and inclusive school. A few minor inconsistencies in the quality of teaching and use of assessment mean that some groups of pupils are not making as rapid progress as others in the school, especially the most able in mathematics.