The Lincoln St Peter at Gowts Church of England Primary School

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About The Lincoln St Peter at Gowts Church of England Primary School

Name The Lincoln St Peter at Gowts Church of England Primary School
Ofsted Inspections
Headteacher Mrs Emily Mayer
Address Pennell Street, LINCOLN, LN5 7TA
Phone Number 01522880071
Phase Primary
Type Voluntary controlled school
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 254
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

The dedication of all staff in promoting pupils' well-being and successful achievement is transforming the lives of pupils at this highly inclusive school. An exceptional ethos of care, commitment and unwavering high expectation permeates every aspect of the school's work.

As one parent, typical of many, said: 'This is an incredible school where the vision and values are lived out on a daily basis by the whole school community.' Pupils know they are well cared for. They say they 'love' coming to school, often welcomed by 'Sparks', the school's therapy dog.

The quality of education is exceptionally strong. The school's curriculum connects high-quality academic learning... alongside a prodigious programme for pupils' personal development. Pupils are inspired to learn because of the deliberately planned opportunities for enrichment, including talks by guest speakers, residential visits and trips.

Staff make sure that pupils' learning is brought to life. Opportunities for pupils to take part in wider clubs and activities are plentiful.

Pupils' attitudes towards learning are exemplary.

They live up to the values the school teaches them. As one pupil said, and many echoed, 'We don't need rules here. It's the values we live by, and they will last all our lives.'

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

At the heart of the school's vision is a relentless desire by all staff to ensure that pupils get the best possible deal, particularly those from disadvantaged backgrounds, those who have special educational needs and/or disabilities (SEND) and those who speak English as an additional language.

Leadership is consistently strong at all levels. Staff morale is high.

The school's curriculum, and its delivery, are informed by research. Staff access wide-ranging opportunities in support of their professional learning. They waste no time in applying this learning to realise the school's ambitious curriculum for all.

The oversight of pupils with SEND or of those who speak English as an additional language is strong. Staff have a shared understanding of pupils' needs. They provide consistently effective support.

Staff are highly effective in enabling pupils with SEND to learn from the same curriculum and enrichment opportunities as their peers. Staff sensitively support the specific needs of some pupils, using sensory and relaxation techniques for example.

Pupils study a well-crafted curriculum that builds their knowledge and skills from nursery to the end of Year 6.

Staff have absolute clarity on what pupils learn and when. Furthermore, staff are unwavering in their ambition to ensure that all pupils develop correct physical posture, reading and mathematical fluency, and accuracy in their handwriting, spelling and use of grammar.

Staff have strong subject knowledge.

Teachers expertly question pupils to check their understanding. They use flashback activities to aid pupils' memory. Misconceptions are quickly identified and remedied.

Pupils display a palpable joy of discovering new ideas. They relish showing off what they can do. Teachers invite pupils to think for themselves.

Pupils respond well to this, applying their knowledge well to new situations. Children in the early years discover new concepts quickly because of the high-quality, focused interactions they have with adults. Pupils achieve well by the end of each key stage.

They produce remarkably high quality work.

The school's strong culture of daily reading is the heartbeat of the curriculum. Pupils say that they love to read.

They talk with enthusiasm about authors and about the books that they have read. In the early years, story time is an animated experience. The school's programme for phonics is especially effective.

Starting in nursery, children are taught to read well. Frequent checks mean that staff have a precise understanding of how pupils' reading skills are developing. Those pupils who need extra help receive this quickly.

Deliberate strategies such as the '6Ps' help pupils to strengthen their fluency in reading and comprehension.

The programme for pupils' personal development is exceptionally strong. The school encourages pupils to 'declare who they are' and, as such, they whole-heartedly embrace the British values and the school's own values.

Pupils develop a strong sense of community, locally and globally. They have a strong moral understanding of treating everyone equally and with respect. Many take on leadership roles such as online safety officers, peer mediators and well-being ambassadors.

Year 6 pupils act as interpreters for younger children who are at an early stage of learning English.

Governors have an accurate understanding of the school's strengths. They are highly effective in holding leaders to account.

Staff build strong relationships with families, without compromising on the school's expectations. In essence, this popular school fulfils what it promotes to its community: 'unlocking the potential in all, empowering a community of hope.'


The arrangements for safeguarding are effective.

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