St Peter’s Church of England Voluntary Controlled Primary School, Coggeshall

About St Peter’s Church of England Voluntary Controlled Primary School, Coggeshall Browse Features

St Peter’s Church of England Voluntary Controlled Primary School, Coggeshall

Name St Peter’s Church of England Voluntary Controlled Primary School, Coggeshall
Ofsted Inspection Rating Good
Inspection Date 13 December 2012
Address Myneer Park, Coggeshall, Colchester, CO6 1YU
Phone Number 01376561328
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 283 (53% boys 47% girls)
Number of Pupils per Teacher 21.4
Local Authority Essex
Percentage Free School Meals 9.9%
Percentage English is Not First Language 0.7%
Persisitent Absence 9.4%
Pupils with SEN Support 5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

This is an above average-sized primary school with 12 classes. The usual number of pupils in a year group is 45. Recently, because the school is popular, the local authority allowed the school to take in 60 pupils in a year group. However, the limited space on the school site has meant that the school cannot continue to take in 60 pupils each year. Currently, there are two Reception classes, four mixed Year 1 and 2 classes, three mixed Year 3 and 4 classes and three mixed Year 5 and 6 classes. Children begin in the Reception classes in the September before their fifth birthday. Most children have previously attended some form of pre-school provision. The proportion of disabled pupils and those who have special educational needs at school action is above average. The proportion supported at school action plus or through a statement of special educational need is also above average. An above average proportion of pupils join the school part way through their primary education. Many of these pupils are disabled or have special educational needs. A significant minority have emotional and behavioural difficulties. The school meets the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress. The proportion of pupils supported by the pupil premium is below average. Pupils premium is extra government funding for pupils who are known to be eligible for free school meals, pupils in the care of the local authority and those from families with a parent in the armed forces. Five members of the teaching staff have joined the school since the last inspection. Most of them started their teaching career at St Peter’s. The school is part of a teaching school alliance which enables teachers from different schools to share their expertise. The headteacher is a Local Leader of Education and currently, in the role of Professional Partner, is supporting three new headteachers in their schools. The headteacher is retiring at the end of the school year in 2013.

Summary of key findings for parents and pupils

This is a good school. All pupils make good progress because : teaching is good throughout the school. Pupils exceed national expectations in tests and teacher assessments in Years 2 and 6. Teachers work together effectively in teams and plan work that matches their pupils’ abilities well. They ensure teaching assistants have a good impact on pupils’ learning. Disabled pupils and those who have special educational needs do well because their needs are understood and the right support is put in place to help them to succeed. The school is led and managed well. Actions taken to improve teaching for small groups have been beneficial. Pupils’ achievement has improved considerably as a result and continues to do so. The school is a happy and caring community. Relationships are excellent. Pupils in all years support each other well. Behaviour is good. Pupils feel safe in school. They are enthusiastic about learning because : teachers provide fun and challenging tasks. It is not yet an outstanding school because : Some inconsistencies in teaching remain because members of the senior team do not have enough time to help the headteacher to observe lessons. Hence inconsistencies are not always dealt with rigorously and teaching remains good rather than outstanding. Information gained from school data is not used to advantage to provide all staff and the governing body with a clear overview of the school’s performance.