St Peter and St Paul Church of England Primary Academy & Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning at this school. Leaders expect staff to nurture pupils as members of a caring family. Pupils build strong relationships with each other and with staff.

Pupils also enjoy caring for the school's dog, 'Willow'.

Leaders have improved many aspects of the school since the previous inspection. They have introduced a new school curriculum.

This demands more of what pupils can learn and achieve.

Pupils behave well. They have responded well to adults' raised expectations of them.

They concentrate on learning in their lessons. All parents who replied to Ofsted's online questionnaire, Parent View, responded that their children are... happy at school. Parents also reported that they would recommend the school to others.

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

Leaders' work on the new curriculum and how it is taught has led to big improvements in pupils' learning. In mathematics, for example, all pupils now learn how to solve problems and reason. Pupils now can do more in mathematics using the skills they have learned.

Leaders have placed great importance on the teaching of reading. Teachers are more skilled at teaching phonics. From an early age, pupils enjoy books.

They learn the skills of reading quickly. Older pupils talk about their reading maturely and with enthusiasm. They regularly borrow books from school to read at home.

Leaders' actions to improve writing are working. The common approach to handwriting helps pupils to improve their presentation. Teachers ensure that pupils have the skills and knowledge needed to write for a range of purposes.

For example, when writing about the First World War, pupils write knowledgably and with empathy. The teaching of spelling in key stage 1 is developing. Further improvement is needed so that all pupils spell well by the end of Year 2.

Leaders are changing the curriculum for subjects other than English and mathematics. This work is in its early stages. Teachers are still getting to grips with how this is delivered.

As a result, pupils do not always remember the most important ideas.

Staff support the needs of pupils with special educational needs and/or disabilities (SEND) well. Staff know these pupils' specific needs and provide effective help for them.

Where necessary, leaders secure expertise from external agencies. Pupils with SEND are fully included within the curriculum and the school community.

Pupils' personal development is central to the work of the school.

Pupils learn about the many different lifestyles and beliefs within modern Britain.

Staff provide pupils with many clubs and extra-curricular activities. Most pupils take part in at least one of these.

Staff arrange many educational trips to places of local and national importance. Leaders make sure that disadvantaged pupils can take part in these clubs and trips.

In the early years, staff prepare the children well for their next steps in education.

In Reception, children quickly learn leaders' high expectations for behaviour. Children share their learning enthusiastically and play well together. Staff make sure that they quickly help children who fall behind to catch up.

The school has very recently taken responsibility for the nursery, which includes provision for two-year-olds. Children play well together in the nursery and particularly enjoy the recently developed outdoor learning spaces. Leaders already know its strengths and weaknesses.

They have plans under way to make the nursery even better.

School leaders have strong partnerships with staff and parents. Staff are proud to work at the school.

They work closely with parents to support pupils' learning at school and home. Many parents told inspectors that they value the way staff work with parents.

Trust leaders and governors have contributed a great deal towards the school's improvement.

The trust provides helpful training for school leaders and teachers. Trust leaders also work with governors to challenge leaders effectively to ensure that they meet governors' and trustees' high expectations.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that adults are well trained to keep pupils safe. Adults are vigilant in carrying out this duty. They act swiftly when they have concerns.

Leaders work closely with external agencies to ensure that vulnerable pupils receive the support they need.

Staff teach pupils how to assess risks and stay safe. Staff also inform parents about risks that pupils may face at home and in the community.

Leaders ensure that all required checks are carried out to be certain that adults working with pupils are suitable.

Governors check to make sure that leaders and staff carry out their safeguarding duties effectively.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders need to plan the curriculum so that teachers understand the knowledge and skills that must be taught for subjects other than English and mathematics.

Teachers need to be clearer about what information they want pupils to grasp in each unit of work. Teachers should then ensure that activities aim to help pupils learn these specific knowledge and skills. .

Leaders need to clarify and ensure consistent delivery of their expectations for the teaching of spelling in key stage 1. Teachers need to identify swiftly when pupils do not understand spelling rules. Teachers then should ensure that pupils thoroughly understand spelling rules before moving further in the spelling curriculum.