St Peter's Primary School
phone: 01885 483237
head teacher: Mr K Wright Ba (Qts)
210 pupils capacity: 106% full
105 boys 47%
120 girls 54%
Last updated: June 19, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 364569, Northing: 254797
- GPS coordinates
- Latitude: 52.19, Longitude: -2.5197
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 22, 2014
- Region › Const. › Ward
- West Midlands › North Herefordshire › Bromyard
- Town and Fringe - less sparse
- Special classes
- Has Special Classes
- Free school meals %
- Trust school
- Is supported by a Trust
- Education for Bromyard: A Co-operative Trust
- 0.4 miles Queen Elizabeth Humanities College HR74QS
- 0.4 miles Queen Elizabeth Humanities College HR74QS (321 pupils)
- 1.2 mile Rowden House School HR74LS (14 pupils)
- 2 miles Brockhampton Primary School WR65TD
- 2 miles Brockhampton Primary School WR65TD (140 pupils)
- 2.3 miles St Richard's School HR74TD (109 pupils)
- 2.5 miles Bredenbury Primary School HR74TF (53 pupils)
- 3.1 miles Pencombe CofE Primary School HR74SH (53 pupils)
- 4.7 miles Whitbourne CofE Primary School WR65SP
- 5 miles Suckley Primary School WR65DE
- 5 miles Suckley Primary School WR65DE (76 pupils)
- 5.7 miles Burley Gate CofE Primary School HR13QR (94 pupils)
- 5.9 miles Clifton-upon-Teme Primary School WR66DH (77 pupils)
- 5.9 miles Pudleston Court School HR60QZ
- 6.8 miles Home End School WR135NW
- 7 miles Broadwas CofE Aided Primary School WR65NE (86 pupils)
- 7.1 miles Martley Pupil Referral Unit WR66PQ
- 7.2 miles Cradley CofE Primary School WR135NG (114 pupils)
- 7.3 miles Stoke Prior Primary School HR60ND (88 pupils)
- 7.5 miles St Michael's CofE Primary School HR13JU (98 pupils)
- 7.6 miles Martley, the Chantry High School WR66QA
- 7.6 miles Bodenham Manor School HR13JS
- 7.6 miles The Chantry School WR66QA (710 pupils)
- 7.7 miles Martley CofE Primary School WR66QA (141 pupils)
St Peter's Primary School
Cherry Tree Close, Winslow Road, Bromyard, HR7 4UY
|Inspection dates||22–23 January 2014|
|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
| Children, parents and staff are proud to be |
Since the previous inspection, leaders,
Teaching is consistently good and the
part of this happy school. Pupils achieve well
in a wide range of subjects, making good
progress and becoming thoroughly prepared
for the next stage of their education.
managers and governors have consolidated
good teaching and achievement and
questioning of pupils is especially skilful. In
the welcoming and stimulating classrooms,
behaviour is well-managed.
| In lessons and about school, behaviour is good |
The headteacher and senior staff lead the
Governors are knowledgeable, using their wide
with pupils being courteous and thoughtful
towards others. They feel safe and know how
to keep safe because the school curriculum
encourages this effectively.
school well. They are fully supported by staff,
who use opportunities for professional
range of skills and experience to hold the
school strongly to account.
| Sometimes, teachers try to cover too much |
ground in one lesson. At other times, they
plan activities rather than what pupils should
learn, inhibiting progress from being
| Last year, in Key Stage 2, the gap in writing |
attainment between pupils who are eligible for
the pupil premium and that of others widened.
Information about this inspection
- Inspectors saw eight lessons, two of which were jointly observed with senior staff, a phonics
session, and a Key Stage 2 assembly. All teachers were observed teaching.
- Meetings were held with pupils, staff and governors, and a telephone discussion took place with
a representative of the local authority.
- Inspectors heard individual pupils read to them.
- Inspectors observed the school’s work and looked at various school documents including
information on pupils’ progress, documents relating to safeguarding, behaviour records, and
records of attendance.
- Some 20 responses to Parent View (the online questionnaire) were seen and an inspector spoke
informally to about a dozen parents and grandparents collecting children before and after
|Michael Farrell, Lead inspector||Additional Inspector|
|Tania Sanders||Additional Inspector|
Information about this school
- St Peters is an average sized primary school.
- Most pupils are White British.
- The proportion of pupils who speak English as an additional language is increasing, although still
- The school runs its own breakfast club.
- The proportion of disabled pupils and those with special educational needs who are supported at
school action is low. The proportion of such pupils who are supported at school action plus or
who have a statement of special educational needs is above average.
- An average proportion of pupils are eligible for support from the pupil premium (additional
government funding for pupils known to be eligible for free school meals or who are cared for by
the local authority).
- A higher proportion of pupils than is typical joins or leaves the school during the school year.
- The school has links with a local special school, Westfield School, Leominster, where very
occasionally a pupil may be educated for a number of days a week while remaining on the role
of St Peters.
- St Peters is one of six schools that through local collaboration form a Trust. This Trust called
‘Education for Bromyard’ was formed to encourage these schools to work together for example
by sharing resources where appropriate.
- The school meets the government’s current floor standards, which set minimum expectations for
pupils’ attainment and progress in reading, writing and mathematics.
What does the school need to do to improve further?
- Ensure teachers do not try to cover too much in each lesson, and that planning makes it clear
what pupils should learn.
- Close the gap in writing standards between pupils in Key Stage 2 who are eligible for free school
meals and their classmates.
|The achievement of pupils||is good|
- Children enter Nursery with skills and understanding below those typical for their age. Their
language development is well-below that usually found. In Nursery and Reception, children
achieve well, joining Year 1 with attainment that is closer to national averages, but still below. In
Key Stages 1 and 2, pupils make good progress, usually attaining similarly to pupils nationally by
the end of Year 6.
- In 2012, the attainment of pupils at the end of Year 2 was below average. This was a group
which had particularly low attainment when they children entered school. In 2013, attainment
for Year 2 pupils was close to national averages.
- In 2013, in the phonics check (the sounds letters make) for pupils in Year 1, boys’ levels were
low. The school has since accelerated progress in this aspect, through individual and small group
work and well-focused phonics teaching. Pupils throughout the school read extensively and
regularly. Beginning readers persistently apply various strategies to tackle words because the
school teachers these systematically.
- Pupils achieve well in English, mathematics and a range of other subjects, being well prepared
for the next stages of their education.
- Different groups achieve well. Disabled pupils and those with special educational needs benefit
from activities tailored to their needs and interests, and from extra help in individual and small
group work. Pupils attending the local special school part time progress well. For pupils whose
circumstances might make them particularly vulnerable, the school works effectively with other
services such as health and social services to enhance provision.
- More-able pupils are challenged by more-difficult work and do well. For example, in a Key Stage
2 mathematics lesson, they successfully found many correct solutions to a problem.
- Pupils speaking English as an additional language are helped by numerous ‘hands on’ activities,
and their fluency in English improves. This ensures that their progress in reading, writing and
mathematics is good.
- Last year, the pupils in Year 6 who were entitled to support from pupil premium were behind
their classmates by one and a half terms in mathematics, a term in reading, two and a half
terms in writing and over three terms in English, grammar, punctuation and spelling. The gap
has narrowed for mathematics and reading but widened for writing.
- The school’s ‘tracking’ system reveals any fluctuations in standards allowing action to be taken to
help ensure pupils have the equal opportunity to progress well. For example the school has
started to narrow the above gap in writing and is taking action to reduce it further.
|The quality of teaching||is good|
- Teaching in all subjects observed and for all teachers was good and the school has evidence of
outstanding lessons it has observed. In joint lesson observations, the school’s judgements
agreed with those of the inspectors.
- Classrooms have stimulating and attractive displays enriching the very positive atmosphere of
learning. Teachers and teaching assistants remind pupils of the high standards of work and
behaviour expected, successfully encouraging them to meet these expectations. Children in
Reception progressed well in writing sentences about ‘Jack and the Beanstalk’ because the
teacher had clear expectations of what different groups could do, and challenged them through
suggesting using more ‘tricky’ words.
- Staff ensure lessons are interesting and enjoyable. A nursery lesson imaginatively encouraged
communication through a vet’s corner, story tent and pirate game. In a literacy lesson centring
on ‘magic porridge’ in Key Stage 1, pupils made good progress in writing simple sentences
independently or ordering picture sequences, developing their language well. Activities such as
mixing magic porridge and focused work with the teacher stimulated their imagination and
motivated pupils to try hard. In a Key Stage 2 mathematics lesson, pupils achieved well, tackling
fractions problems in various ways because challenging activities were set for each group.
- Reading, writing, communication and mathematics are taught well. Teachers’ planning usually
enables good progress but sometimes there are too many learning ‘objectives’, some describing
the activities the pupils are expected to carry out rather than what they should learn.
Consequently, the precision of the lesson is blunted, so that progress, while good, is prevented
from being outstanding.
- Teachers use questioning very skilfully to probe pupils’ knowledge and modify the lesson
accordingly. Teachers’ demonstrate good subject knowledge and infectious enthusiasm. This was
seen when a teacher in a Key Stage 2 lesson provided interesting opportunities for research into
aspects of farming in ancient Egypt, so that pupils were engaged and achieved well
- Staff knowing pupils well helps ensure accurate assessments of attainment and progress.
Assessment is accurate both in lessons and in pupils’ books. Marking is thorough and there are
many examples of pupils writing notes in their books to show that they understand what the
teacher is asking them to do.
- A good range of effective teaching approaches is used in lessons and suitable homework
regularly set. Good targeted support is provided for pupils as necessary.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Attitudes to learning and behaviour are highly positive, making
a strong impact on the progress pupils make in lessons. These positive attitudes are evident in
different subjects and with different staff. Pupils understand the importance of good attitudes
because the school emphasise these and staff, in their day-to-day contacts with pupils,
demonstrate courtesy and respect.
- Reflecting pupils’ good attitudes, the school environment is tidy and well cared for and pupils
ensure it remains so, taking pride in the building and grounds.
- Pupils take a pride in their success. For example, beginning readers were very eager to show
inspectors what they could read.
- Pupils come to lessons ready to learn, enabling lessons to start straight away. They respond well
to staff requests and guidance so that lessons proceed without interruption. No disruption was
seen in any lesson during the inspection. Over several years, there have been no permanent or
short period exclusions as behaviour has improved.
- Attendance is above average, having improved since the previous inspection. The school does all
that can be reasonably expected to tackle the persistent absence of a very small number of
- Parents and pupils express no concerns about pupils’ behaviour and safety. Pupils behave well in
the breakfast club, in lessons, at break times and lunchtimes, showing consideration for others.
They have good manners.
- The school does not tolerate discrimination and there is no evidence of any. Pupils are aware of
what bullying is but say either that they have not seen any or that it is very uncommon. Where
there are disagreements pupils have confidence that staff will resolve these fairly.
- The school’s work to keep pupils safe and secure is good. Pupils feel safe and have an
understanding of how to keep safe that is in line with their age. They can provide examples of
keeping safe when using the internet, when near roads and when near ponds or rivers. Pupils
behave in class and around school in a safe manner.
|The leadership and management||are good|
- The headteacher and senior team offer strong, purposeful leadership and, with governors,
expect and encourage high expectations. The headteacher has gained respect through openness
and by sharing leadership duties, so staff know their responsibilities and fulfil them confidently.
Staff with particular responsibilities, but who are not members of the senior management team,
are equally clear and confident about their contribution.
- The school involves parents deeply for example offering workshops to help parents support their
children’s learning. Parents speak highly of staff.
- Through accurately checking each pupil’s progress and the quality of teaching, and through
checking all aspects of its provision, the school knows itself well; tackling vigorously any slowing
of progress of different groups or individuals.
- Due to effective management of staff performance, individual development and training needs
and the requirements of the school are well coordinated. Leaders ensure staff promotions and
pay relate to pupils’ achievement and progress.
- Well considered curriculum and policies lead to rich and stimulating activities supporting good
progress in literacy and other subjects. Spiritual, moral, social and cultural development is very
well promoted while good behaviour and care for safety are highly encouraged. The school
works effectively with other schools in its Trust to enrich provision, for example through shared
- Through well used primary school sport funding, a part time dance teacher has been employed,
and the number of athletics events increased; enhancing pupils’ enthusiasm for, and
engagement in, sports.
- The local authority has carried out a school risk assessment, deeming it to require light touch
support and has been effective in providing courses that staff find useful.
- Safeguarding procedures meet statutory requirements.
- The governance of the school:
Governors effectively challenge leaders, contributing to good teaching and achievement. They
have a clear grasp of pupils’ achievement and the progress of different groups, including
comparisons with national figures, because they scrutinise data with care. They gain an
accurate picture of the quality of teaching from visits to the school and from headteacher
reports. Similarly, governors know how pupil premium funding is spent, for example on extra
teaching assistant support, and that it is having a positive effect. They conscientiously oversee
the pupils’ safety through school visits and discussions with pupils. Their up-to-date training is
suited to their responsibilities. Governors ensure resources are used effectively, including how
staff are deployed. They participate in managing the head teacher’s performance and ensure
staff pay relates to pupils’ performance. Governors regularly seek better ways to carry out
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||116666|
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||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||227|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 July 2011|
|Telephone number||01885 483237|
|Fax number||01885 483829|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk