St Peter's Church of England Primary School

What Ofsted said

From the inspection on 27 January 2026

Pupils attend well and take genuine pride in being part of this warm, welcoming school community. From the youngest children to the oldest pupils, their positive attitudes shine through, especially during whole-school moments like their joyful singing in assemblies. Pupils benefit from the caring and respectful relationships they share with staff and with one another, helping them to feel secure and well cared for. Across the school, pupils arrive each morning with enthusiasm. Their courteous and confident manner extends to visitors. Behaviour across the school is very positive. Pupils report that bullying is rare, and they trust staff to respond quickly and effectively to any concerns. Pupils listen attentively in lessons. They play kindly and sensibly during breaktimes. Older pupils enjoy supporting their friends’ games at playtimes in their roles as ‘play leaders’. Leaders actively remove barriers to ensure that pupils, including those with special educational needs and/or disabilities or who are disadvantaged, benefit from the full curricular offer. Pupils' learning extends beyond the academic. They relish taking part in clubs, trips and visits, such as regional singing concerts. Pupils speak with pride about hosting an art exhibition for the school community. Across the school, pupils’ day-to-day experiences of education are varied. Pupils enjoy their learning and typically achieve in line with national outcomes. Children in the early years get off to a successful and secure start. Contrastingly, in some lessons, the content that is taught and the tasks that are set do not consistently enable other pupils to learn as well as they could. As a result, pupils develop secure foundations in essential knowledge and skills but are often hindered from achieving as well as they could in some other subjects. Leaders’ ambitious vision for pupils’ success is reflected in the improvements that they have implemented. However, they recognise that there is further work to do to ensure that the curriculum is set out and delivered consistently well.

What the school should improve

• Leaders should ensure that the essential knowledge for each subject is clearly defined and organised in a logical, sequential way, enabling teachers to know what to teach and when. They should also provide pupils with regular opportunities to practise and apply their learning.
• Leaders should ensure that highly effective teaching is embedded across the school so that teachers design new learning better suited to pupils’ starting points to enable all groups of pupils to make sustained progress across the full curriculum and achieve well over time.
• Governors should refine and strengthen the approaches that they take to make their actions more robust and to assure themselves that the work of leaders is having the intended impact.

Read the full Ofsted report (opens in a new tab)