St Peter’s Church of England Primary School, Leeds

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Peter’s Church of England Primary School, Leeds.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Peter’s Church of England Primary School, Leeds.

To see all our data you need to click the blue button at the bottom of this page to view St Peter’s Church of England Primary School, Leeds on our interactive map.

About St Peter’s Church of England Primary School, Leeds

Name St Peter’s Church of England Primary School, Leeds
Ofsted Inspections
Headteacher Mrs Elizabeth Holliday
Address Cromwell Street, Burmantofts, Leeds, LS9 7SG
Phone Number 01132934411
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 260
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

The school motto, 'We Care', can be seen in every part of St Peter's Church of England Primary School. The school leaves no stone unturned in its support for pupils and their families.

Pupils are safe and happy at this school.

The school has a culture of high expectations in all that it does. Staff provide highly effective support for pupils' learning.

From a young age, pupils develop a thirst for learning. They are very motivated in lessons. Over time, most pupils achieve very well.

Behaviour at the school is exemplary. Pupils speak politely to visitors. They show a high degree of care and respect for each other.

Adults help pupils to refle...ct on their own behaviour well. Pupils learn how to understand, and manage, their emotions.

The provision for pupils' broader development is a strength of the school.

The curriculum enhances pupils' knowledge of important historical and cultural events. Pupils develop a strong understanding of the world in which they live. They benefit from a wide range of extra-curricular activities.

These activities develop pupils' talents and interests. For example, pupils enjoy playing in the school's steel pan band.

Parents and carers speak highly of the school.

They appreciate the support their child receives. Parents value the effective communication between school and home.

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

The school has designed the curriculum well.

It is clear what knowledge and skills pupils must learn as they progress through the school. Pupils have regular opportunities to build on what they have already learned. Pupils transfer their learning confidently across the curriculum.

For example, when learning about democracy in personal, social and health education lessons, pupils recall what they have learned about ancient Greece in their history lessons. Pupils learn that looking back at the past can help them think about what is happening now and in the future.

The school supports pupils with special educational needs and/or disabilities (SEND) extremely well.

Staff adapt lesson activities to meet the needs of individual pupils. Skilled adults are quick to provide the additional support that pupils need. Sometimes, pupils with SEND receive specialist support outside of the classroom.

When this happens, the school ensures that pupils do not miss important classroom activities.

Staff implement the school's curriculum very well across all subjects. Lesson activities consistently support the intended learning.

Pupils benefit from the purposeful learning opportunities available to them. Teachers have strong subject knowledge. In lessons, they quickly identify, and correct, any misconceptions pupils may have.

The school regularly checks how well pupils are doing. Staff act quickly to support pupils who are at risk of falling behind. They address any gaps in pupils' learning promptly.

The school ensures that reading has a high priority. There is a consistent approach to the teaching of reading. Well-trained staff deliver phonics effectively.

Teachers provide frequent opportunities for pupils to practise and learn new sounds. Pupils read books that match their phonics knowledge. Pupils become fluent and accurate readers.

The school carefully considers the books that pupils read. Pupils regularly read books from a wide variety of genres and cultures. Pupils develop a love of reading.

They recognise that reading helps them learn about the world around them.

The school ensures that children become confident learners from the start of their time in school. Children enjoy their learning in Nursery and Reception.

Children soon access the learning activities with little need for adult support. They develop skills that help with later learning. Skilful adults support children effectively in order to develop their learning and independence.

For example, staff provide children with blocks to make an assault course. Children must design and build it themselves before playing with it.

The school has a well-planned programme to support pupils' personal development.

Pupils recognise the importance of the school's values. These values include respect and spiritual growth. Pupils apply the school's values well in their interactions with adults and peers.

Pupils learn about other faiths and beliefs. They know to treat others, including those who are different to themselves, with tolerance and respect.

Pupils have early exposure to a range of careers.

The school provides many careers events. These include university visits and a project about careers in science, technology, engineering and mathematics. Pupils understand that working hard in school brings rewards.

The school is considerate of the workload and well-being of staff. All staff appreciate the support that leaders provide. Leaders, including those with responsibility for governance, know the school well.

Governors provide effective support and challenge to leaders. They visit the school regularly to carefully monitor the impact of leaders' decisions.


The arrangements for safeguarding are effective.

  Compare to
nearby schools