St Peter and St Paul Catholic Primary School
phone: 01744 678640
headteacher: Mr Kevin Reid
210 pupils capacity: 99% full
100 boys 48%
105 girls 51%
Last updated: July 21, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 351961, Northing: 397294
- GPS coordinates
- Latitude: 53.47, Longitude: -2.7252
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 1, 2014
- Archdiocese of Liverpool
- Region › Const. › Ward
- North West › St. Helens North › Moss Bank
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Carr Mill Infant and Nursery School WA117PT
- 0.5 miles Carr Mill Junior School WA117PQ
- 0.6 miles Carr Mill Primary School WA117PQ (251 pupils)
- 0.7 miles Ashurst Primary School WA119QJ (252 pupils)
- 0.9 miles Blackbrook St Mary's Catholic Primary School WA119QY (399 pupils)
- 0.9 miles Blackbrook RC Infant School WA119QY
- 0.9 miles Blackbrook RC Junior School WA119QY
- 1 mile Merton Bank Primary School WA91EJ (208 pupils)
- 1 mile Parish CofE Primary School WA101LW (202 pupils)
- 1 mile Holy Cross Catholic Primary School WA101LN (213 pupils)
- 1 mile Merton Bank Junior School WA91EJ
- 1 mile Merton Bank Infant School WA91EJ
- 1 mile Launchpad Centre WA101UH (72 pupils)
- 1 mile St. Catherine's Secure Centre WA119RJ
- 1.1 mile Windlehurst Community Primary School WA106ND
- 1.1 mile Cowley International College WA106PN (1506 pupils)
- 1.1 mile St Augustine of Canterbury Catholic High School WA119BB (639 pupils)
- 1.1 mile Hurst School WA106PN
- 1.1 mile Lowe House RC Junior School WA102DJ
- 1.1 mile Lowe House RC Infant School WA102DJ
- 1.1 mile Orrell School WA119RF
- 1.2 mile Rivington Primary School WA106LF (262 pupils)
- 1.3 mile Richard Evans Community Primary School WA110AH
- 1.3 mile St Mary's and St Thomas' CofE Primary School WA102HS (252 pupils)
St Peter and St Paul Catholic
Derwent Road, Haresfinch, St Helens, WA11 9AT
|Inspection dates||1–2 July 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| From very low starting points, most children |
Excellent achievement continues across the
The quality of teaching reading, writing and
The level of communication between teachers
Teachers mark pupils’ work regularly and
Pupils feel safe and are kept safe by a staff
make excellent progress across the Early
Years Foundation Stage.
school. By the time they leave Year 2 pupils
reach standards which are broadly average
and by the time they leave Year 6 standards
are at least above and sometimes well above
the national average in reading, writing and
mathematics has improved since the previous
inspection and is now outstanding.
and teaching assistants is first class and has a
very positive effect on the achievement of
provide high-quality advice to pupils on how
they can improve their work. However,
teachers do not always insist that pupils
complete their corrections so that they can
learn as much as possible from their
that cares for them.
| Behaviour is excellent. Pupils are friendly and |
The curriculum meets the needs of pupils very
School leaders including governors have
The headteacher is passionate about providing
All leaders have a range of opportunities to
The governing body is highly committed to the
respectful. In class they work hard, listen to
their teachers and help each other when they
well and there is a highly effective programme
to promote pupils’ spiritual, moral, social and
successfully put actions in place that have
improved standards of teaching and pupils’
the best for pupils. He makes sure that all
teachers precisely assess pupils’ abilities. As a
result information about pupils’ achievement is
reliable and accurately reflects the school’s
review the quality of learning and teaching in
their areas of responsibility. Their skills in
evaluating pupils’ achievement and the quality
of teaching are well developed.
school and has the knowledge and the skills
that they need to hold the school to account
for its performance.
Information about this inspection
- Inspectors observed 12 lessons taught by teachers and they also observed sessions taken by
teaching assistants. The headteacher joined an inspector during one of the observations.
- Inspectors spoke to pupils during lessons and at lunchtime and playtime. They met formally with
two groups of pupils and listened to pupils reading.
- Meetings were held with staff, senior leaders and managers, members of the governing body
and a representative from the local authority.
- A range of documents were considered by inspectors, including the school’s analysis of how well
it is doing, the school development plan, information about pupils’ progress, checks on the
quality of teaching, minutes of governing body meetings, and records relating to attendance and
safeguarding. Inspectors also examined work in pupils’ books.
- Inspectors received a letter from a parent, took account of 47 responses to the online
questionnaire (Parent View) and spoke informally to parents at the start of the school day. They
also considered five staff questionnaires and pupil, staff and parental questionnaires recently
distributed by the school.
|Louise Murphy, Lead inspector||Additional Inspector|
|Sheila Iwaskow||Additional Inspector|
Information about this school
- St Peter and St Paul is smaller than most primary schools.
- The proportion of pupils known to be eligible for support through the pupil premium (additional
funding for those pupils known to be eligible for free school meals and those looked after by the
local authority) is slightly above the national average.
- The proportion of pupils supported at school action is below the national average as is the
proportion supported at school action plus or with a statement of special educational needs.
- The overwhelming majority of pupils are of White British heritage and speak English as their first
- The school meets the government’s current floor standards, which are the minimum
expectations for pupils’ attainment and progress in reading, writing and mathematics by the end
of Year 6.
What does the school need to do to improve further?
- Raise pupils’ achievement still further by making sure that teachers always check that pupils
complete their corrections so that they can learn as much as possible from their mistakes.
|The achievement of pupils||is outstanding|
- Children start in the Reception class with skills that are well below those typically found. They
make rapid progress in early learning because the very well resourced indoor and outdoor areas
encourage children to want to explore and investigate. Moreover, staff have excellent
relationships with parents, who are often given ideas to help their children to continue their
learning at home. Pupils enter Year 1 very well prepared for learning.
- By the end of Year 2, pupils regularly reach average standards in reading, writing and
mathematics and this has improved slightly this year, particularly at the higher Level 3. Since
2011, attainment at the end of Year 6 has been well-above national levels except for a slight dip
in 2013 when pupils reached above national levels. However, this still represents outstanding
progress from this group of pupils’ starting points and attainment is expected to rise again this
- Nearly all pupils make the progress expected of them in reading, writing and mathematics and
the proportion of pupils making better than expected progress is often higher than the national
level. From very low starting points pupils make outstanding progress across the school and
work seen in pupils’ books and the school’s own assessment information suggests that this will
continue this year.
- In the Year 1 national screening checks for phonics (letters and the sounds that they make),
children do very well, and the proportion of pupils reaching the required standard has been
much higher than national figures in since 2012. Pupils are encouraged to read regularly and
school leaders have purchased lots of new books to make sure that all pupils have a variety of
books to choose from.
- The most able pupils are given tasks that really make them think hard about their work. As a
result the number of pupils confidently expected to achieve at the highest Level 6 in reading,
writing and mathematics is set to increase this year.
- Disabled pupils and those who have special educational needs make the same excellent progress
as others in school. This is because their additional learning needs are identified early and
focussed one-to-one and small group sessions are delivered by highly skilled teaching assistants.
- In Year 6 in 2013, in comparison to their classmates, those pupils eligible for free school meals
and supported through pupil premium funding attained at the same level in reading,
approximately one term behind in mathematics and three terms behind in writing. School leaders
have worked effectively to narrow this gap. Additional teaching assistants have been employed
and provide well-focussed support for eligible pupils. Current school data shows that any gaps
between eligible pupils and others are being quickly reduced. This confirms the school’s
commitment to making sure that all pupils are given the same opportunities to succeed.
|The quality of teaching||is outstanding|
- Work in pupils’ books, school progress data and discussions with staff and pupils, confirm that
over time the quality of teaching is outstanding in reading, writing and mathematics.
- Staff make sure that pupils are given work at the right level to challenge them and help them to
make the best progress that they can. For example, the most able Year 6 pupils regularly have
separate small group sessions to work on more advanced mathematical problems.
- Learning is excellent across a wide range of subjects. For example, the school makes sure that
pupils have the opportunity to learn how to play a musical instrument. Involvement in sporting
activities is encouraged, which boosts pupils’ confidence. What is more, pupils produce excellent
work in design projects. For example, Year 6 pupils became engrossed in planning their designs
to create speedy, but attractive robots to take part in the school’s annual robot race.
- Teamwork between teaching assistants and teachers is exemplary and guarantees an excellent
level of support for pupils, including the most and least able. Staff know that every pupil is
unique and take care to make sure that individual learning and pastoral needs are very well met.
- Literacy and numeracy skills are well developed because the teaching of the basic reading,
writing and mathematical skills is outstanding and there are many planned opportunities to
practise these skills in other subjects.
- Highly skilled questioning techniques help teachers to assess pupils’ learning throughout the
lesson and excellent use is made of data about pupils’ progress to make sure work always builds
on what pupils already know and can do.
- Teachers mark work regularly, they praise pupils for work which is well done and provide good
advice on how it could be improved still further. They often set additional tasks to challenge
pupils and correct their errors. However, teachers do not always check that pupils always do
their corrections so that they can always learn from their mistakes.
- There is a range of resources available that pupils are encouraged to use when they want to. For
example, there are learning prompts displayed on the walls in Key Stage 2 classrooms that
pupils regularly refer to. Pupils are also expected to discuss their ideas so that they can learn
from each other. In every classroom there is a bank of computers available, which are used by
pupils for research purposes and to practise or build upon the skills they are developing.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. This is because of the high-quality relationships between
all adults and pupils. Pupils have a highly positive attitude toward learning; they say that they
really enjoy school and that their teachers are ‘brilliant’.
- Staff are always extremely proud of pupils’ behaviour both in school and when they go out on
school trips. For their part pupils take a great pride in their school and actively discuss how
eager they are to keep the school building and grounds free from litter and a nice place to be.
- The ‘Shush Card System’ was introduced to remind pupils to move around the school very calmly
and quietly, so that behaviour around the school could be as exemplary as in the classrooms.
Initially, some parents and pupils did not like this system. However, pupils now realise that the
strategy of showing a shush card or saying ‘shush’ has helped improve behaviour around the
school and most pupils hardly ever need reminding.
- Older pupils really appreciate the opportunities that they get to help younger friends. Year 6 help
Year 1 pupils in the computer suite, they listen to Reception class children reading and help
them to play well together.
- School councillors really value their role as pupil representatives and have delivered
presentations to the whole school on the importance of e-safety and healthy eating. Their next
challenge is to develop recycling and raise funds to buy two greenhouses in which pupils can
- The school’s work to keep pupils safe and secure is outstanding, safeguarding procedures are
- Pupils say they feel safe and have a good understanding of the different types of bullying,
including cyber bullying. The school councillors are adamant that if there were any bullying they
would ‘Work as a team to stamp it out.’ Meticulous records kept by the school confirm that
incidents are rare and always well managed.
- During the inspection, Year 2 pupils excitedly returned from their first school swimming lesson,
they recognise how important it is to learn to swim at an early age so that they can stay safe.
- Most pupils attend school regularly; attendance was above national levels last year and has
improved this year, which reflects how much pupils enjoy coming to school.
|The leadership and management||are outstanding|
- The headteacher is absolutely resolute in his determination to lead a school in which pupils can
flourish. With the support of the deputy headteacher and other school leaders, he has been
highly successful in his relentless drive for improvement. Consequently, the school has moved
from good to outstanding since the previous inspection.
- The headteacher has developed a cohesive staff team that makes a significant contribution
toward improving the quality of teaching and pupils’ achievement. This is because they share his
vision for pupils’ success and support each other to develop skills and subject knowledge so that
the best practice available at the school is shared and adopted.
- School leaders including middle leaders regularly check the quality of learning and teaching in
their areas of responsibility. This has led to the development of a comprehensive staff training
programme that is well matched to address school priorities and the developmental needs of
individual members of staff.
- Teachers accurately assess pupils’ knowledge and skills and the school’s information on pupils’
progress is reliable. As a result leaders are able to establish an accurate view of how well the
school is doing.
- The primary school sports funding is used to pay for training so that staff are able to teach
sporting activities to a higher standard. It is also used to provide a wider range of sporting
opportunities to pupils. Pupils are encouraged to take part in sports to help them stay healthy
and promote well-being. Staff and pupils are proud of the success that the school teams have
achieved in inter-school sporting competitions.
- The current school curriculum successfully meets the needs of all pupils. However, school
leaders have been busy carefully planning the introduction of the new curriculum, so that its
implementation in September is seamless across the school. Pupils’ spiritual, moral, social and
cultural development is given excellent attention; this is evident in the way pupils learn and play
so well together.
- The local authority provides light touch support for this outstanding school.
- The governance of the school:
The governing body is highly committed to continually improving the school. They attend
training to ensure that they have the knowledge and skills needed to hold school leaders to
account for standards at the school. Governors have an accurate view of pupils’ achievement
and the quality of teaching because they receive comprehensive reports from school leaders
which they effectively question and challenge. Governors check that systems to manage staff
performance are implemented and that teachers’ pay reflects how effective they are. They
also ensure that the pupil premium funding is allocated to support those pupils for whom it is
intended and that spending has a positive impact on narrowing the attainment gap between
eligible pupils and others. Governors make sure that statutory requirements are met, pupils
and staff are kept safe and the budget is wisely spent.
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.
|Unique reference number||104810|
|Local authority||St Helens|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||205|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 October 2010|
|Telephone number||01744 678640|
|Fax number||01744 678642|