School etc

St Peter's Primary School

St Peter's Primary School
Cherry Tree Close
Winslow Road
Bromyard
Herefordshire
HR74UY

01885 483237

Head Teacher: Mr K Wright Ba (Qts)

Website: www.st-peters.hereford.sch.uk

School holidays for St Peter's Primary School via Herefordshire council

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223 pupils aged 2—10y mixed gender
210 pupils capacity: 106% full

105 boys 47%

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120 girls 54%

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Last updated: June 19, 2014


Primary — Foundation School

URN
116666
Education phase
Primary
Establishment type
Foundation School
Establishment #
2024
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
Area
Town and Fringe - less sparse
Special classes
Has Special Classes
Free school meals %
17.50
Trust school
Is supported by a Trust
Trust
Education for Bromyard: A Co-operative Trust

Rooms & flats to rent in Bromyard

Schools nearby

  1. 0.4 miles Queen Elizabeth Humanities College HR74QS
  2. 0.4 miles Queen Elizabeth Humanities College HR74QS (321 pupils)
  3. 1.2 mile Rowden House School HR74LS (14 pupils)
  4. 2 miles Brockhampton Primary School WR65TD
  5. 2 miles Brockhampton Primary School WR65TD (140 pupils)
  6. 2.3 miles St Richard's School HR74TD (109 pupils)
  7. 2.5 miles Bredenbury Primary School HR74TF (53 pupils)
  8. 3.1 miles Pencombe CofE Primary School HR74SH (53 pupils)
  9. 4.7 miles Whitbourne CofE Primary School WR65SP
  10. 5 miles Suckley Primary School WR65DE
  11. 5 miles Suckley Primary School WR65DE (76 pupils)
  12. 5.7 miles Burley Gate CofE Primary School HR13QR (94 pupils)
  13. 5.9 miles Clifton-upon-Teme Primary School WR66DH (77 pupils)
  14. 5.9 miles Pudleston Court School HR60QZ
  15. 6.8 miles Home End School WR135NW
  16. 7 miles Broadwas CofE Aided Primary School WR65NE (86 pupils)
  17. 7.1 miles Martley Pupil Referral Unit WR66PQ
  18. 7.2 miles Cradley CofE Primary School WR135NG (114 pupils)
  19. 7.3 miles Stoke Prior Primary School HR60ND (88 pupils)
  20. 7.5 miles St Michael's CofE Primary School HR13JU (98 pupils)
  21. 7.6 miles Martley, the Chantry High School WR66QA
  22. 7.6 miles Bodenham Manor School HR13JS
  23. 7.6 miles The Chantry School WR66QA (710 pupils)
  24. 7.7 miles Martley CofE Primary School WR66QA (141 pupils)

List of schools in Bromyard

Ofsted report transcript

School report

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
Previous 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
improved attendance.
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
development fully.
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
outstanding.
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
    school.

Inspection team

Michael Farrell, Lead inspector Additional Inspector
Tania Sanders Additional Inspector

Full report

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
    below average.
  • 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.

Inspection judgements

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
    pupils.
  • 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
    activities.
  • 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
    their duties.

What inspection judgements mean

School

Grade Judgement Description
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
improvement
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.

School details

Unique reference number 116666
Local authority Herefordshire
Inspection number 440418

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
School category Foundation
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 227
Appropriate authority The governing body
Chair Joseph Hodgson
Headteacher Kevin Wright
Date of previous school inspection 5 July 2011
Telephone number 01885 483237
Fax number 01885 483829
Email address admin@st-peters.hereford.sch.uk

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