St Augustine's CofE (Voluntary Aided) Junior School
phone: 01733 563566
headteacher: Mr Steve Cox
210 pupils capacity: 95% full
105 boys 53%
95 girls 48%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 518628, Northing: 297667
- GPS coordinates
- Latitude: 52.564, Longitude: -0.25134
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 3, 2013
- Diocese of Ely
- Region › Const. › Ward
- East of England › North West Cambridgeshire › Fletton and Woodston
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Brewster Avenue Infant School PE29PN (219 pupils)
- 0.4 miles Woodston Primary School PE29ER (228 pupils)
- 0.5 miles Old Fletton Primary School PE29DR (383 pupils)
- 0.5 miles Nene Valley Primary School PE29RT (278 pupils)
- 0.8 miles The Pupil Referral Service, Peterborough PE28EW (142 pupils)
- 0.8 miles The Peterborough School PE36AP (503 pupils)
- 0.9 miles Bishop Creighton Primary School PE15DB
- 0.9 miles Bishop Creighton Primary School PE15DB (224 pupils)
- 1 mile West Town Primary School PE36BA (301 pupils)
- 1 mile Stanground St Johns CofE Controlled Primary School PE28JG
- 1 mile Stanground St Johns CofE Primary School PE28JG (197 pupils)
- 1 mile West Town Primary Academy PE36BA
- 1.1 mile The Beeches Primary School PE12EH (613 pupils)
- 1.3 mile The King's School (the Cathedral School) PE12UE
- 1.3 mile Orton Hall School PE27DN
- 1.3 mile The King's (The Cathedral) School PE12UE (1170 pupils)
- 1.4 mile Leighton Primary School PE25PL (388 pupils)
- 1.4 mile Gladstone Primary School PE12BZ (445 pupils)
- 1.4 mile St Botolph's Church of England Primary School PE27EA (391 pupils)
- 1.5 mile Southfields Primary School PE28PU (455 pupils)
- 1.5 mile Southfields Infant School PE28PU
- 1.5 mile Longthorpe Primary School PE39QW (417 pupils)
- 1.5 mile Thorpe Primary School PE39UG (471 pupils)
- 1.5 mile Abbotsmede Primary School PE15JS (412 pupils)
St Augustine's CofE (Voluntary
Aided) Junior School
Palmerston Road, Peterborough, PE2 9DH
|Inspection dates||3–4 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils’ achievement has risen and is now |
An above-average proportion of pupils make
Teaching has improved since the previous
Teachers provide very detailed feedback and
above average in reading and mathematics.
better than expected progress.
inspection, and it is now consistently good.
marking. Pupils routinely respond to this,
which helps them to make good progress.
| Pupils behave well and feel safe in school. |
Leaders at all levels, including the governing
They enjoy coming to school and are
enthusiastic about their learning.
body, have a very clear understanding of
where the school needs to improve further.
Their efforts to rapidly improve the quality of
teaching have been very effective.
| Improvements in writing have not been as |
The writing that pupils do in other subjects is
Teachers do not always check on how well
rapid as in reading and mathematics.
not checked as well as it is in English lessons.
pupils are learning during lessons.
| The impact of teaching assistants on learning |
in some lessons is variable. Some do not have
a strong enough understanding of the teaching
of letters and the sounds that they make
(phonics) to help pupils to make rapid
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||2 of 10|
Information about this inspection
- When St. Augustine’s CofE (Voluntary Aided) Junior School was inspected in February 2012, it
was judged to require special measures. Subsequently, the school was inspected on three
occasions in order to monitor its progress.
- The inspectors observed teaching in 16 lessons. They also made short visits to lessons during
which pupils’ work was evaluated.
- Discussions were held with pupils, senior leaders and subject leaders, class teachers, members
of the governing body and two representatives of the local authority.
- The inspectors examined a range of documents, including a summary of the school’s self-
evaluation, the school’s own achievement data, attendance information and policies aimed at
keeping pupils safe.
- There were no responses on the online Parent View survey but the views of 101 parents and
carers were analysed through a questionnaire that the school had issued.
|Christopher Moodie, Lead inspector||Additional Inspector|
|Lynn Lowery||Additional Inspector|
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||3 of 10|
In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires special measures.
Information about this school
- The school is smaller than the average-sized junior school.
- There are more pupils from minority ethnic backgrounds than in most schools of this size.
- An average proportion of pupils speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average. The proportion supported at school action plus or with a
statement of special educational needs is average.
- The proportion of pupils known to be eligible for the pupil premium is above average. This is
additional government funding for pupils known to be eligible for free school meals, in local
authority care or with a parent serving in the armed forces.
- The school meets the current government floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Raise achievement in writing so that it matches that of reading and mathematics across all year
groups by checking on the quality of writing that pupils do in all subjects.
- Improve the proportion of outstanding teaching so that pupils who are struggling to understand,
or need to move on more to more challenging work, are identified during all lessons.
- Improve the quality of support that some teaching assistants provide in classrooms by:
checking that their subject knowledge is good enough
providing more training in the teaching of letters and the sounds they make (phonics)
making sure that pupils are interested and motivated by the support that they receive.
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||4 of 10|
|The achievement of pupils||is good|
- Achievement across the school has improved rapidly since the previous inspection. Pupils in the
current Year 6 are leaving the school with above average standards in reading and mathematics.
Pupils’ writing has also improved and is now average.
- The proportion of students making and exceeding expected progress was average in English and
mathematics in 2012. This picture has improved further in 2013, and more pupils have made
and exceeded expected progress.
- Pupils in all year groups make good progress. Lessons are interesting and are well structured. As
a result, pupils’ attitudes to their learning are very positive. As one pupil said, ‘We like the way
that they (teachers) set up our learning.’
- The achievement of disabled pupils and those who have special educational needs is good, and
is similar to all others in the school. Their progress is carefully checked and additional support is
well organised. This support is most effective when it is planned for the needs of individual
pupils. The quality of support for less-able pupils in lessons is inconsistent because some
teaching assistants expect too little of the pupils. In contrast to this, other teaching assistants
provide a very high quality of support, encouraging and guiding pupils to make rapid progress.
- Pupils eligible for the pupil premium in 2012 were almost two terms behind other pupils in
English and mathematics. This gap has narrowed considerably in mathematics this year and
pupils in the current Year 6 who are eligible for the pupil premium are now less than one term
behind other pupils. The gap in English has also narrowed, but remains at one and a half terms.
This group of pupils make good progress in reading, writing and mathematics.
- The school’s drive to improve reading has been very effective. Standards of reading are above
the national expectation in all year groups. The improvement of boys’ reading in the current
Year 6 has been particularly impressive, as very high proportions of them have made more than
expected progress between Key Stage 1 and the end of Key Stage 2.
- Writing has improved at a slower rate than reading and mathematics. This is particularly the
case for boys. Important skills of grammar and punctuation are taught well in English lessons.
This was typified by a lesson where Year 3 and 4 pupils were using speech marks carefully and
accurately. Teachers have not had the same high expectations of writing in other subjects. They
do not all check that pupils always apply this care and attention to detail to their writing in other
|The quality of teaching||is good|
- The improvements in teaching have contributed significantly to pupils’ good progress. Teaching
is consistently good, lessons are well planned and teachers try hard to make them interesting
and motivating for the pupils.
- Lessons proceed calmly and are well organised. Teachers make good use of their time and
regularly work with small groups for short periods of time. Work and activities are well matched
to the different needs of pupils. This helps to ensure that pupils’ work is neither too easy nor too
difficult for them.
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||5 of 10|
- Teachers’ marking in English and mathematics has improved greatly and is now outstanding.
Pupils value the detailed feedback that they receive very highly and told inspectors that it
supported them in knowing exactly what they need to do in order to improve. A key feature of
this marking is that pupils respond to it very regularly, making corrections and demonstrating
the improvements that the teacher has asked for.
- Marking and feedback for other lessons is good. Pupils’ writing is being encouraged and some
teachers are carefully promoting high quality across the range of subjects that pupils learn
about. All pupils are very keen to be one of the recipients of the weekly ‘Golden Pen’ awards
which go to the two pupils whose writing has shown most signs of improvement.
- Teachers have high expectations of pupils in lessons. They model good attitudes to learning, ask
questions well and value the responses from pupils. Most pupils know what their targets are and
what they need to do to achieve them.
- Pupils enjoy school because of the range of topics and subjects that they learn about. Pupils are
very positive about the ‘enrichment’ sessions that occur weekly, where small groups of pupils
choose what they want to learn about from a broad range of options. This includes observational
drawing, learning a foreign language, first aid, poetry and healthy eating.
- Reading is a priority in the school. Teaching time is devoted to developing key skills of reading
and understanding what has been read. This is very effective in the main, but there are
occasional gaps in knowledge among some teaching assistants in areas such as the teaching of
letters and the sounds they make (phonics) and mathematics. This slows the rate of learning for
a very small number of pupils.
- Teachers make good use of assessment information to match learning to ability in their
planning. Some opportunities to check on how well pupils understand things during the actual
lessons are missed. In these lessons, teachers are not allowing themselves the time to look at
the learning across the whole class and identify who is struggling with understanding.
- The support that teaching assistants provide is variable. In some lessons, very high quality
support means that teachers and teaching assistants work in partnership to bring about good
progress. There is a small number of other lessons where the support has little impact and
pupils see little benefit.
|The behaviour and safety of pupils||are good|
- Behaviour around the school and in classrooms is consistently good. The school is a welcoming
environment and pupils are courteous and polite with one another and with adults. Playtimes are
enjoyed by all and the games and activities that are available are used sensibly.
- Attendance is above average and is improving. Pupils are punctual and keen to come to school.
- Pupils are aware of the behaviour system and know that they will be rewarded for doing the
right thing. Disruption to lessons is very rare, and is well dealt with when it does occur.
- Pupils have a clear understanding about the different forms of bullying, including cyber-bullying
and the dangers of the internet. They report that bullying is rare, and that they would readily
inform members of staff if it was to happen to them or their friends.
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||6 of 10|
- The school is an important part of its local community. It participates in community events such
as the ‘Big Sing’ project in Peterborough and is also involved in a forthcoming community visit to
the coast. Pupils recently put on a production of
. The school makes good use of
its association with the local church, and holds assemblies and celebrations there on a regular
|The leadership and management||are good|
- The school’s senior leaders have set a clear direction for improving teaching since the past
inspection. Determined and purposeful planning has led to positive changes in important parts of
the school’s work. As a result, better teaching has led to improved achievement for all pupils.
- Subject leaders have made a considerable contribution to the school’s successes. They are well
informed and know about the quality of teaching in each classroom, and have been active in
helping to improve it. They have helped to create effective teams of teachers who plan together
and creatively seek different ways to maintain the pupils’ enthusiasm for learning.
- The local authority has provided a good level of support since the previous inspection. This has
been welcomed and valued by the staff. The school leaders have made the best use of the
support to create a much more effective school.
- The school has sought the views of parents and carers through its own questionnaire. The
outcomes of the responses were overwhelmingly positive about every aspect of the school’s
work. The school communicates well with parents through weekly newsletters and a well-
- The school runs smoothly and all staff understand and are supportive of the direction that the
senior leadership have set. Financial management is efficient and the school’s funding is
allocated through careful planning.
- The school’s curriculum meets statutory requirements and is diverse and exciting. Learning is
designed to be effective and enjoyable. There are good opportunities to develop an
understanding of social, moral, cultural and spiritual issues. A rich range of extra-curricular
activities supports learning in lessons.
- School leaders have created an environment in which all forms of discrimination are challenged,
and equality of opportunity is well promoted. Pupils are very well known as individuals, and their
wellbeing is a priority for all staff.
- Leaders and the governing body have developed an effective system for the management of the
performance of teachers that links their pay and promotion to the progress of their pupils.
- The governance of the school:
The governing body have become increasingly effective in the last year. They are now very
well informed and ambitious for the school. They provide the school with equal amounts of
challenge and support.
Governors have a detailed understanding of the quality of teaching and how this impacts on
achievement. They monitor pupils’ progress very well and know exactly where it needs to
The performance management of teachers is overseen by the governing body. Teachers,
including those in the senior leadership, are held to account for their work.
The governing body takes effective steps to make sure that pupils are safe and that
recruitment procedures are robust. Statutory responsibilities relating to safeguarding are met;
all staff have been vetted and are trained appropriately to keep pupils safe.
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||7 of 10|
Financial management is overseen by the governing body. A committee is responsible for
accounting for the school’s spending. The impact of the spending of additional funding
received through the pupil premium has been evaluated by the governing body.
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||St Augustine's CofE (Voluntary Aided) Junior School, 3–4 July 2013||9 of 10|
|Unique reference number||110853|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Junior|
|School category||Voluntary aided|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||186|
|Appropriate authority||The governing body|
|Date of previous school inspection||28 February 2013|
|Telephone number||01733 563566|
|Fax number||01733 892194|
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