St Peter's RC High School
Headteacher: Mr J McNerney
School holidays for St Peter's RC High School via Manchester council
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 #
- 0.3 miles Stanley Grove Junior School M124NL
- 0.3 miles Stanley Grove Infant School M124NL
- 0.3 miles Stanley Grove Community Primary School M124NL
- 0.3 miles Alban's Independent School M125RG
- 0.3 miles Stanley Grove Primary Academy M124NL (593 pupils)
- 0.4 miles Iranian School of Manchester M125GY
- 0.4 miles Gorton Brook School M125PW
- 0.5 miles All Saints Primary School M125PW (239 pupils)
- 0.5 miles St Agnes CofE Primary School M130PE (414 pupils)
- 0.5 miles St Richard's RC Primary School M125TL (427 pupils)
- 0.6 miles Crowcroft Park Primary School M125SY (240 pupils)
- 0.6 miles Gorton Mount Junior School M187GR
- 0.6 miles Gorton Mount Primary School M187GR
- 0.6 miles St John's CofE Primary School M130YE (367 pupils)
- 0.6 miles Birch House School M130WN (22 pupils)
- 0.6 miles Manchester KS3 and 4 PRU M188BA
- 0.6 miles Manchester KS3 and 4 PRU M188BA (126 pupils)
- 0.6 miles Gorton Mount Primary Academy M187GR (551 pupils)
- 0.6 miles Longsight Community Primary M130QX (64 pupils)
- 0.7 miles Sacred Heart Roman Catholic Infant School Manchester M187NE
- 0.7 miles St Francis RC Primary School M125LZ (260 pupils)
- 0.7 miles St Robert's RC Primary School Manchester M130PW
- 0.7 miles St Joseph's RC Primary School Manchester M130BT (255 pupils)
- 0.7 miles Spurley Hey High School M187SP
Ofsted report transcript
St Peter’s RC High School
Kirkmanshulme Lane, Manchester, M12 4WB
|Inspection dates||18–19 June 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
| 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
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.
| 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.
|Stephen Wall, Lead inspector||Additional Inspector|
|Thomas Quinn||Additional Inspector|
|Jane Holmes||Additional Inspector|
|John Leigh||Additional Inspector|
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
- 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.
|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
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
- 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
- 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 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||131880|
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|
|Date of previous school inspection||19 November 2009|
|Telephone number||0161 2481550|
|Fax number||0161 2481551|