St Peter's CofE Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils are proud of their school. They feel a strong sense of belonging. Leaders have an astute knowledge of individual pupils, their families and the community that the school serves. Leaders use this knowledge to identify the barriers that some pupils face to their learning and wellbeing. This is particularly the case for pupils with special educational needs and/or disabilities and those who are disadvantaged. These pupils receive the support that they need in lessons. This helps them to progress well through the curriculum. If pupils need extra support for their wellbeing, this help is closely matched to their individual needs. For example, 'ask it baskets' help pupils to access support from a trusted adult. Pupils feel safe and are well known at St Peter's. Pupils are enthusiastic about their learning. There is a broad and ambitious curriculum for pupils to study. Recently, leaders have made improvements to the English curriculum. As a result, pupils' knowledge in reading and writing is beginning to improve. However, older pupils have gaps in their learning which are not being addressed quickly enough. This hinders their success. The curriculum extends to provide pupils with broader experiences. For example, the family learning opportunities mean that pupils and their parents and carers have the chance to learn side by side. Such events develop pupils' understanding of nutrition. Pupils behave well in school. Routines are established from the start of the early years. These help children to settle into school quickly. Pupils are eager to participate in lessons. They play together harmoniously and make excellent use of the well-equipped outdoor environment. This promotes pupils' teamwork skills. Bullying is rare. However, if it does happen, leaders will deal with such incidents well. Leaders have prioritised attendance. They take steps to reduce the barriers that prevent some pupils from attending school regularly. As a result, rates of absence are reducing.

What the school should improve

• Leaders should ensure that the recently introduced approach to securing foundational knowledge in writing is followed consistently well so that all pupils, especially older pupils, have the basic skills that they need to be successful and ready for the next stage of their education.
• Leaders should continue to embed their systems for prompting regular attendance so that pupils' attendance rates continue to rise and the proportion of pupils who are persistently absent reduces.

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