School etc

St Peter's RC High School

St Peter's RC High School
Kirkmanshulme Lane

phone: 0161 2481550

headteacher: Mr J McNerney

school holidays: via Manchester council

903 pupils aged 11—15y mixed gender
900 pupils capacity: 100% full

510 boys 56%


390 girls 43%


Last updated: June 20, 2014

Secondary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
Open date
Sept. 1, 1999
OSGB coordinates
Easting: 387325, Northing: 395892
GPS coordinates
Latitude: 53.46, Longitude: -2.1924
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 18, 2013
Diocese of Salford
Region › Const. › Ward
North West › Manchester, Gorton › Longsight
Urban > 10k - less sparse
Admissions policy
Main specialism
Business and Enterprise (Operational)
SEN priorities
PD - Physical Disability
Special classes
Has Special Classes
Free school meals %
Learning provider ref #

rooms to rent in Manchester

Schools nearby

  1. 0.3 miles Stanley Grove Junior School M124NL
  2. 0.3 miles Stanley Grove Infant School M124NL
  3. 0.3 miles Stanley Grove Community Primary School M124NL
  4. 0.3 miles Alban's Independent School M125RG
  5. 0.3 miles Stanley Grove Primary Academy M124NL (593 pupils)
  6. 0.4 miles Iranian School of Manchester M125GY
  7. 0.4 miles Gorton Brook School M125PW
  8. 0.5 miles All Saints Primary School M125PW (239 pupils)
  9. 0.5 miles St Agnes CofE Primary School M130PE (414 pupils)
  10. 0.5 miles St Richard's RC Primary School M125TL (427 pupils)
  11. 0.6 miles Crowcroft Park Primary School M125SY (240 pupils)
  12. 0.6 miles Gorton Mount Junior School M187GR
  13. 0.6 miles Gorton Mount Primary School M187GR
  14. 0.6 miles St John's CofE Primary School M130YE (367 pupils)
  15. 0.6 miles Birch House School M130WN (22 pupils)
  16. 0.6 miles Manchester KS3 and 4 PRU M188BA
  17. 0.6 miles Manchester KS3 and 4 PRU M188BA (126 pupils)
  18. 0.6 miles Gorton Mount Primary Academy M187GR (551 pupils)
  19. 0.6 miles Longsight Community Primary M130QX (64 pupils)
  20. 0.7 miles Sacred Heart Roman Catholic Infant School Manchester M187NE
  21. 0.7 miles St Francis RC Primary School M125LZ (260 pupils)
  22. 0.7 miles St Robert's RC Primary School Manchester M130PW
  23. 0.7 miles St Joseph's RC Primary School Manchester M130BT (255 pupils)
  24. 0.7 miles Spurley Hey High School M187SP

List of schools in Manchester

School report

St Peter’s RC High School

Kirkmanshulme Lane, Manchester, M12 4WB

Inspection dates 18–19 June 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
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

The vast majority of students make good
Students who are disabled or who have
For the same reason, students who speak
Teaching is usually good with some that is
progress and achieve well. They are well
prepared for future success.
special educational needs achieve
outstandingly well because of the excellence
of the care, guidance and support that they
English as an additional language and those
who join the school at other than normal
times also make rapid progress and achieve
well. This shows the school’s strong and
highly effective promotion of equality of
opportunity and tackling of discrimination.
outstanding. A small amount requires
Students generally behave well in lessons and
Students feel very safe in school and are proud
Students’ relationships with each other and
Leaders and managers, including the governing
Students’ spiritual, social, moral and cultural
around school. They develop more mature and
positive attitudes to learning as they move up
through the school.
to be members of its community.
with the adults working with them are strong
and respectful.
body, are highly committed to the success of
the school and especially to students’ personal
development, well-being and welfare.
development is outstanding. It is underpinned
by the school’s strong respect for each student
as an individual.
Although most students make at least the
Not enough teaching is outstanding and some
progress expected of them, not enough
middle- or high-ability students make better
progress than expected.
requires improvement.
Leaders and managers are not always accurate
in judging the quality and effectiveness of

Information about this inspection

  • Inspectors observed teaching and learning in 40 lessons taught by 40 teachers. Two lesson
    observations were carried out with members of the senior leadership team. An inspector carried
    out a learning walk to assess provision for a number of students for whom the school receives
    extra resourced provision.
  • Inspectors held meetings with: senior and middle leaders; a group of teaching staff; a group of
    teaching assistants; groups of students; three members of the governing body; and a
    representative from the local authority.
  • Inspectors scrutinised a wide range of documentation including: information on students’
    achievement; school records relating to the monitoring of teaching, behaviour, attendance and
    safety; school policies; minutes of meetings of the governing body; and the school’s own
    summary of its effectiveness.
  • Inspectors took account of 47 parental responses to the on-line questionnaire (Parent View) and
    questionnaires returned by members of staff.

Inspection team

Stephen Wall, Lead inspector Additional Inspector
Thomas Quinn Additional Inspector
Jane Holmes Additional Inspector
John Leigh Additional Inspector

Full report

Information about this school

  • St Peter’s is similar in size to most secondary schools nationally. It is situated in an inner-city
    environment close to the centre of Manchester.
  • The school has resourced provision for 10 students who have specific learning impairment or
    autistic spectrum disorders. They are integrated into normal classroom teaching for most
  • The proportion of students known to be eligible for the pupil premium is well above average.
    (The pupil premium is additional funding for those pupils who are known to be eligible for free
    school meals, children from service families and those children that are looked after by the local
  • About 75 % of students are from a wide range of ethnic minority backgrounds. The proportion
    of students that speak English as an additional language is well above average.
  • The proportion of students supported through school action is broadly average.
  • The proportion of students supported by school action plus or with a statement of special
    educational needs is above average.
  • Many more students than is typical join the school at other than normal times. A significant
    number of these students join the school from abroad speaking little or no English.
  • No students attend courses off-site at other establishments.
  • The school meets the current government’s floor standards that set minimum expectations for
    students’ attainment and progress in English and mathematics.

What does the school need to do to improve further?

  • Make all teaching at least good and increase the proportion that is outstanding to raise
    achievement further, especially for middle-ability and higher-ability students, by ensuring that:

- all teaching uses information about what students already know and understand to set tasks

for them that are neither too easy nor too hard

- all teaching engages students more actively in their learning and allows them to get on with

finding things out for themselves as soon as they are ready

- written comments from teachers to students on their work is of a consistent quality and shows

them what they need to do improve and gives them opportunities to reflect and act upon the

advice given.

  • Ensure that all leaders and managers are rigorous in checking the quality of teaching and
    learning to give a more accurate evaluation of how good it is and what needs to be done to
    improve it further.

Inspection judgements

The achievement of pupils is good
  • Students join the school with attainment that is generally below average.
  • In recent years the proportion of students attaining five or more GCSE passes at Grade C and
    above including English and mathematics has been above average, but not significantly so.
  • The vast majority of students make the progress expected of them by the end of Key Stage 4.
  • The proportion of middle- or higher-ability students that make better progress than this
    compares favourably with the national figures.
  • Students who are disabled or with special educational needs, those who speak English as an
    additional language and those who join the school at other than normal times generally make
    very rapid progress and achieve outstandingly well considering their individual starting points
    because of the highly effective and sophisticated care, guidance and support that the school
    provides for them. This demonstrates the school’s highly effective promotion of equal
    opportunities and tackling of discrimination.
  • Students for whom the school receives extra resourced funding also achieve exceptionally well
    because of the high quality of support that they receive from dedicated support staff.
  • The attainment of students who are known to be eligible for the pupil premium is significantly
    above that of similar students nationally. Students known to be eligible for free school meals
    attain, on average, approximately two-thirds of a GCSE grade lower in English and mathematics
    than other students in the school. Information about students’ progress shows that effective
    action taken by the school in recent years is closing the gap securely.
  • The school uses Year 7 catch-up funding effectively to provide extra support for lower-attaining
    students in reading and mathematics. The school’s records show that these students are making
    quicker progress as a result of the measures the school has put in place.
  • The school enters students early for GCSE in English and mathematics at the end of Year 10.
    The results are used to re-organise teaching groups in Year 11 to boost students’ grades further.
    Data and inspection evidence show that this is a successful strategy that contributes to students’
    good overall achievement in literacy and mathematics.
The quality of teaching is good
  • Where learning is at its best, it is as a result of outstanding teaching. Lessons move a long at a
    fast pace. Teachers involve students actively in their own learning and encourage them to work
    things out for themselves. Teachers get the level of challenge exactly right for students’ differing
    abilities and needs. They build on what students already know and boost the level of difficulty in
    a step-by-step fashion. As a result, students enjoy working on their own and finding things out
    for themselves, only relying on teachers’ help when necessary.
  • In a Year 10 English lesson, for example, on studying characters in ‘
An Inspector Calls

’, students

worked with intense interest and commitment on a variety of appropriately challenging activities.

These activities were varied and captured students’ interest totally. It made an outstanding

contribution to extending their literacy skills, especially their vocabulary. Students made
excellent progress and enjoyed their learning immensely.

  • Where teaching is less than outstanding, teachers do not always get the level of challenge right,
    especially for middle- and higher-ability students who sometimes find the work either too easy or
    too difficult.
  • Many lessons move along at a good pace and with a good variety of activities to keep students
    interested and on their toes. However, on some occasions teachers spend too much time on
    explanations too long after students are ready and eager to get on with learning things for
    themselves. This holds up the pace of learning and progress.
  • The teaching of English and mathematics is usually good and sometimes outstanding. As a
    result, students make good progress in developing their reading, writing, speaking and number
    skills. This prepares them well for future education, training and employment.
  • Teaching assistants make a valuable contribution to supporting the welfare and learning of
    students who are disabled or who have special educational needs. They are exceptionally
    effective in supporting students for whom the school receives extra resource funding.
  • Similarly, students who join the school at other than normal times and students who are at an
    early stage of speaking English as an additional language receive excellent support that enables
    them to make very rapid progress.
  • The quality of marking is inconsistent. Although most books are marked regularly, the quality of
    teachers’ feedback does not always show clearly enough what students need to do to improve
    their work. There are too few examples in students’ books of them acting on teachers’
    comments and advice.
The behaviour and safety of pupils are good
  • Students enjoy school. The vast majority behave well around school and in lessons. They get on
    exceptionally well together. Students who are disabled or who have special educational needs,
    including students for whom the school receives resource funding, are treated with unerring
    respect and are encouraged to play a full part in school life.
  • Students have positive attitudes to learning in most lessons. Sometimes, however, when
    teaching fails to stimulate students’ interest, a lack of concentration leads to some off task
    chatter and this slows progress.
  • Students say that bullying of any kind is very rare. This is confirmed by school records of
    incidents for recent years. Students say that on the few occasions when bullying happens, it is
    dealt with swiftly and effectively.
  • Students say that they feel very safe in school. Students talk knowledgeably about what
    constitutes potentially unsafe situations and how to recognise, avoid or deal with them. They
    understand fully the dangers posed by inappropriate use of the internet and social networking
  • Attendance is above average and improving.
The leadership and management are good
  • Leaders and managers work very effectively to include every student fully into the life of the
    school and to make sure that every student has equality of opportunity to succeed. Teamwork is
    strong across the school in pursuit of this principle.
  • The leadership and management of provision for students who are disabled or who have special
    educational needs and students who speak English as an additional language or who join the
    school at other than normal times is outstanding. As a result, these students settle successfully
    into the school’s caring and welcoming environment.
  • Leaders and managers check on the quality of teaching regularly. However, judgements are not
    always accurate and lead to an overall view that its quality is much higher than it is, especially
    for the proportion of teaching that is outstanding. This makes it difficult for leaders and
    managers to pin-point accurately what should be the focus for developing further the quality of
    teaching and its impact on raising achievement.
  • Systems for checking on the progress of students towards targets are sophisticated and applied
    regularly throughout the year. The outcomes are used effectively to identify students who are
    not doing as well as they should so that support can be provided to get them back on track.
  • The progress of pupils underpins procedures for managing the performance of staff, which is
    linked effectively to decisions about progression up the salary scale.
  • The curriculum meets students’ needs well. It provides students with a good range of
    opportunities to develop and use their skills in reading, writing and mathematics across a wide
    range of subjects. There is a wide range of clubs and sporting activities in school and in the local
    community that adds significantly to students’ personal development.
  • Leaders and mangers ensure that there is a clear sense of purpose for the school based on
    Christian values of compassion, understanding and reconciliation. As a result, students’ spiritual,
    social, moral and cultural development is outstanding. They are exceptionally well prepared for
    life in a multicultural society.
  • Leaders and managers work closely and effectively with a range of other schools to share
    expertise. Pupil premium funding is used very effectively to provide extra resources and teaching
    assistants to support the learning, welfare and achievement of students who are known to be
    eligible for its receipt.
  • Very strong relationships with parents have been forged. Parents are exceptionally supportive of
    the school.
  • Policies and procedures for safeguarding fully meet requirements.
  • The local authority provides light touch support for this good school.
  • The governance of the school:
    Governors are passionately committed to the success of the school. The governing body holds
    the school effectively to account. It uses information about the school’s performance well to
    compare its effectiveness with other schools both locally and nationally to identify where it
    could do better. The governing body fully understands the operation of performance
    management in the school and monitors closely its links with salary progression. The
    governing body has a firm grasp on the school’s finances including the effective allocation of
    pupil premium to close the gap in attainment between students that are supported by it and
    those who are not. Governors take part regularly in training so that they keep abreast of
    developments and hold the school to account for its effectiveness.

What inspection judgements mean


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
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 131880
Local authority Manchester
Inspection number 412039

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary
School category Voluntary aided
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 900
Appropriate authority The governing body
Chair William Egerton
Headteacher John McNerney
Date of previous school inspection 19 November 2009
Telephone number 0161 2481550
Fax number 0161 2481551
Email address reveal email: jmcn…


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