St Peter’s Church of England Voluntary Aided Primary School, South Weald

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About St Peter’s Church of England Voluntary Aided Primary School, South Weald

Name St Peter’s Church of England Voluntary Aided Primary School, South Weald
Ofsted Inspections
Headteacher Mr Iain Gunn
Address Wigley Bush Lane, South Weald, Brentwood, CM14 5QN
Phone Number 01277215577
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 415
Local Authority Essex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in the culture of high expectations and care at this school. They know that adults will help them when they need it.

This gives them the reassurance to challenge themselves and to try new things. Pupils grow in confidence, guided by the school's belief that 'all things are possible'.

From the start in the early years, children are keen to learn.

They are interested in the new ideas their teachers introduce clearly. Across the school, pupils are highly engaged in their lessons. They are attentive and settle eagerly to the tasks set for them.

Pupils achieve exceptionally well.

Pupils embody the school values such as being trust...worthy, respectful and friendly. These guide their behaviours and understanding of the rules.

As a result, pupils' behaviour is exemplary. Pupils learn good manners and use these consistently.

There is a wealth of opportunities for pupils to develop their talents and interests.

Pupils work with staff to shape some of this provision, such as the history club, which they requested, or the book club they help to run. Parents appreciate the care and commitment of staff.

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

The school is highly ambitious for all pupils.

It puts in place high-quality provision so that pupils achieve highly and develop as well-rounded individuals.

Governors regularly reflect on the effectiveness of the curriculum with staff and pupils. Together, they plan improvements, put these in place and review their impact.

Staff are swift to identify barriers for pupils with special educational needs and/or disabilities (SEND). All pupils have their needs met exceptionally well, enabling them to benefit from the excellent curriculum provided.

Consistent, effective teaching approaches are in place across the school.

Teachers are very clear about what pupils need to know in every subject and how this prepares them for their next steps. Teachers check how well pupils understand and can use new ideas. They use this information to make finely graded adjustments to their teaching.

This helps pupils to secure the most important ideas and vocabulary rapidly. Teachers provide frequent opportunities to revisit learning and apply ideas in new contexts. This gives pupils the strong foundations on which to build new ideas.

Staff give extra help, explanations and resources for those who need it. The school plans trips, visits and visitors carefully to enrich the curriculum and bring learning to life.

Pupils quickly learn to read.

This starts straight away, in the early years. The curriculum for reading is set out in small steps. Pupils get frequent practice of their developing skills with books matched carefully to their phonics knowledge.

Teachers spot anyone who needs extra support in learning to read. Precise assessments ensure that the right help is in place to develop pupils' reading skills. Pupils develop into enthusiastic and discerning readers.

Teachers' high expectations for behaviour start with the youngest children. Clear routines are set up and embedded from the beginning. Adults model the school values and refer to these frequently.

Staff reward and encourage behaviours such as kindness and consideration as well as academic achievements. From the early years, children learn to sustain concentration, to share and take turns, even without adult direction.

The school actively promotes regular, punctual attendance.

It rigorously reviews attendance records to spot any gaps or difficulties. The school provides the right support and challenge to families to help to bring about improvements in attendance when required.

Respect and care for all is woven through all that the school does.

British values, such as democracy, are brought to life for pupils. For example, in history, pupils learn about the suffragette movement. The school council ensures that the views of pupils influence decision-making.

Pupils encounter positive and diverse role models in the books they read and through a range of trips and visitors. Pupils develop into responsible, considerate citizens. For example, pupils learn how to carry out first aid and they collect litter in the church grounds nearby.

The choir sings enthusiastically and tunefully for older local residents. Pupils also learn to think deeply about philosophical questions and contemporary topics.

Governors use their skills and expertise to support continuing school improvement.

Governors know what the school does well. They work with leaders and pupils to consider how to make things even better. They value the staff and are proactive in promoting their well-being.

Staff recognise and appreciate this. There is a strong, shared vision and teamwork between all the adults in school.


The arrangements for safeguarding are effective.

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