St Peter’s CofE Aided Junior School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of St Peter’s CofE Aided Junior School.

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 CofE Aided Junior School.

To see all our data you need to click the blue button at the bottom of this page to view St Peter’s CofE Aided Junior School on our interactive map.

About St Peter’s CofE Aided Junior School


Name St Peter’s CofE Aided Junior School
Website http://stpeters.demat.org.uk
Inspections
Ofsted Inspections
Executive Head Mrs Gemma Brown
Address Trafford Road, Wisbech, PE13 2ES
Phone Number 01945583570
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 226
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils say that their school is 'amazing' and 'fun'.

Leaders have made many changes for the better. Pupils, staff and many parents and carers report that leaders have made numerous improvements this year. Pupils behave well.

Leaders and staff share high expectations of what pupils could and should achieve. However, pupils do not receive a good quality of education.

Staff have high expectations of pupils' behaviour.

Staff follow the school's behaviour management policy. Pupils are polite. They do not interrupt others' learning.

Pupils show respect to adults, holding doors open and greeting visitors. Staff offer appropriate support to the few ...pupils who find it harder to make the right behaviour choices. A small number of parents who responded to Ofsted's Parent View expressed concerns about behaviour.

We saw pupils working hard and behaving well. Pupils told us, 'This is what it is usually like.'

Pupils are safe at school and feel safe.

They know about types of bullying but say that, 'it doesn't really happen anymore'. All pupils we spoke with said that there is someone at school they would tell if they were worried. Pupils explained that staff sort out problems when they happen.

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

Leaders have made changes that have improved pupils' behaviour in lessons and the provision for pupils' personal development. This means that pupils can concentrate on what they are learning. However, there is still too much unevenness in how learning is planned and taught in some subjects.

Pupils' work is not of a consistently good quality.

Governors and the Diocese of Ely Multi-Academy Trust challenge and support school leaders. Leaders are clear about what they want from staff to achieve their high expectations.

That said, in some subjects, such as geography, the curriculum is not as well established. As a result, teaching is not as strong and does not enable pupils to close the gaps in their knowledge.

Leaders have improved the reading curriculum.

The leader for English has set clear expectations for how staff teach reading. Staff teach reading as the leader expects. Pupils read and understand appropriate books.

Pupils' fluency in reading is improving and some pupils are closing gaps in their learning. However, some pupils are still developing their fluency and enjoyment of reading.

Pupils with special educational needs and/or disabilities (SEND) are progressing well in reading.

Adults provide them with the help that they need to improve their reading. For example, pupils who still need to improve their use of phonics receive individual lessons. Their reading books are well matched to what they can read.

Pupils with SEND make strong progress across the curriculum. They receive extra support that matches their needs very well.Where the curriculum is well planned and taught, pupils do better.

This is because teachers understand the expectations of the curriculum. For example, teachers make sure pupils get a solid grasp of mathematical concepts. Pupils' writing is also developing quickly.

Leaders and teachers help pupils to gain necessary knowledge and skills so that they write well and at length. Teachers give pupils the chance to recap on previous learning. Pupils then put their knowledge into practice.

For example, pupils use mathematics in their science lessons, recording their findings clearly.

Leaders have focused on improving pupils' attitudes to school. Pupils enjoy learning.

Their attendance has improved a lot in the past year as a result of leaders' actions. Good attendance is rewarded weekly in assembly. It is highlighted in the newsletter for parents to see.

Staff support parents if a pupil's attendance needs to improve. Attendance is in line with the national average.

Leaders provide well for pupils' personal development.

Pupils receive a structured programme of classwork and, where appropriate, individualised art therapy sessions. The programme is interwoven with curriculum subjects such as science and art. Pupils are developing an understanding of others' needs.

They are also becoming independent and confident learners. There are also effective systems to offer pupils pastoral support.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular training in safeguarding practice. Their understanding of how to recognise concerns and what do remain up to date. Leaders track concerns about pupils' welfare thoroughly.

Leaders provide pupils with extra support when it is needed.

Leaders manage the recruitment of staff well. Governors make sure that safeguarding checks on people who are regular visitors or who work at the school are in place.

Pupils know what staff do to keep them safe. For example, they understand that fire drills and weekly reminders about how to stay safe online protect them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Some pupils do not read fluently or confidently.

This hampers their enjoyment of reading and their access to the wider curriculum. Leaders need to build these pupils' fluency and confidence in reading alongside the work they are doing to develop reading accuracy and comprehension.Some parts of the curriculum are not fully sequenced or well established.

This means that some pupils do not have appropriate opportunities to fill gaps in their knowledge. Consequently, some pupils are not able to produce work of the expected standard for their age across the curriculum. Leaders need to consolidate improvements that have been made to the curriculum and continue to develop subjects such as geography.

Also at this postcode
Clarkson Infants School

  Compare to
nearby schools