St Peter and St Paul, Catholic Voluntary Academy

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 and St Paul, Catholic Voluntary Academy.

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 and St Paul, Catholic Voluntary Academy.

To see all our data you need to click the blue button at the bottom of this page to view St Peter and St Paul, Catholic Voluntary Academy on our interactive map.

About St Peter and St Paul, Catholic Voluntary Academy

Name St Peter and St Paul, Catholic Voluntary Academy
Ofsted Inspections
Headteacher Mrs Caroline Hewerdine
Address Western Avenue, Lincoln, LN6 7SX
Phone Number 01522871400
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 602
Local Authority Lincolnshire
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Leaders and staff are united in wanting the best for pupils in this school. Following a period of change, the school has now put ambitious plans in place, and this is leading to improvement.

Pupils, parents and staff recognise and support this improvement.

The curriculum is well planned to ensure that all su...bjects of the national curriculum are covered. Lessons follow a similar pattern so that pupils know what to expect.

In some subjects, pupils achieve well, although this is not yet the case in all subjects.

In most lessons, behaviour is good, and it has improved over time. Teachers now expect good behaviour in lessons.

However, there are still some occasions when a small number of pupils disturb lessons or are boisterous when moving around the school.

Leaders have developed a wide range of extra-curricular clubs and activities. Pupils appreciate and enjoy them.

The personal development programme prepares pupils for life outside school. Bullying is rare, and is dealt with well by staff. Pupils feel safe in school.

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

The new leaders have a clear and ambitious vision for the school, based on the school's Catholic values. This is shared by staff and governors. Leaders have quickly identified strengths and weaknesses.

They have rapidly brought about changes. Although their evaluation is accurate, many improvements are recent and therefore their impact is limited so far.

Leaders have planned a curriculum that is well designed and covers all areas of the national curriculum.

They have encouraged pupils to study both a language and a humanities subject at GCSE. The proportion of pupils studying the range of these subjects has increased. Leaders have made sure that the curriculum for each subject is sequenced well.

Teachers know what pupils should know and by when. However, these changes to the curriculum are at an early stage. In some subjects, expectations are too low.

Gaps remain in pupils' knowledge in some subjects.

Teachers check what pupils can remember about what they learned before. Then, new knowledge is introduced.

If teachers spot that pupils have not understood something, they adapt their teaching. Pupils consistently build on what they have learned before. For example, in modern foreign languages, pupils are given lots of opportunities to apply their knowledge in speaking and listening activities.

Leaders ensure that teachers have the opportunity to develop their skills. As a result of the training they receive, they have good subject knowledge. Teachers appreciate the support they get from leaders to manage workload pressures.

Pupils enjoy reading and are given the opportunity to share books together as a class. Teachers identify which pupils need extra help to read fluently. They get the right help to catch up quickly.

There is a lot of support for pupils with special educational needs and/or disabilities (SEND). Their needs are identified with precision. Teaching assistants skilfully involve them in the lessons.

As a result, pupils with SEND achieve well.

Sixth-form students are very positive about their experience in school. Their courses build well on the curriculum in key stages 3 and 4.

Despite relatively small numbers, there are a good range of subject options available, and students are well prepared for the next stage in their education or employment. They enjoy taking leadership roles in the school, for example by supporting younger pupils with reading.

Changes in the behaviour policy have led to improvements.

Leaders keep good records of pupils' behaviour and analyse these to know where support is needed. Behaviour in the majority of lessons is now good, especially where the policy is applied consistently. However, because this is not always the case, a small number of pupils do not yet behave well, both in class and around the school.

Leaders have put a detailed and comprehensive personal development programme in place. This covers important aspects of pupils' spiritual, moral, social and cultural development. As a result, pupils develop good life skills, including leadership skills.

They can take on a range of leadership roles in school. They are given good advice about the range of options available to them when they leave school.


The arrangements for safeguarding are effective.

Leaders have put rigorous systems in place to ensure that all concerns are recorded and acted upon. Staff receive high-quality training throughout the year. School records are up to date and thorough, and pastoral staff know pupils well and provide them with good support.

Pupils feel safe in the school and know whom to talk to if they are worried or upset. In lessons, they learn how to keep themselves safe, including online. Although the school has raised awareness of the impact of harmful behaviours, such as inappropriate comments, pupils told inspectors that they want this work to continue.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Expectations are not consistently high in all subjects. As a result, some pupils do not achieve as well as they could. Leaders now need to ensure that teachers are sufficiently ambitious in all subjects and that the curriculum is delivered to a consistently high quality.

• A small number of pupils do not behave well, and this sometimes disrupts learning. Leaders should ensure that behaviour is managed consistently across the school so that it is good in all lessons and, where necessary, that effective support and challenge is provided for individual pupils to enable them to behave well.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in June 2017.

  Compare to
nearby schools