Peterborough primary school receives positive Ofsted report in all areas

The primary school, located on London Road, Old Fletton, was inspected in January with the results published on Thursday (February 12).

At its previous inspection in 2021, the school was found to be ‘Good.’

Ofsted no longer hands out overall grades so schools but continues to mark each school on seven key areas.

The school was found to meet a ‘Strong Standard’ for Attendance and Behaviour as well as Personal Development and Wellbeing.

It was rated as meeting the expected standard for Achievement, Curriculum and Teaching, Early Years, Inclusion as well as Leadership and Governance.

The report noted that: “Pupils are extremely well cared for in school. Staff know the needs of individual pupils well, resulting in each pupil being valued as an individual.

"The high-quality pastoral support is not at the expense of learning, which is at the heart of the school. Pupils achieve well and enjoy their lessons. This is evident in the way they keenly offer and share their ideas in class.

"Warm and caring relationships between pupils and staff mean that pupils are safe in school and feel they belong as part of the whole-school community. Bullying is rare and quickly dealt with should it occur. Classrooms are calm and welcoming places.

"Attendance is high, especially for disadvantaged pupils and for a small number of pupils who, in the past, missed too much school. Leaders’ highly effective work with pupils and their families has paid off.”

Findings

Attendance and Behaviour

Pupils’ attendance has continued to improve swiftly over time and is now very high. Leaders are extremely thorough in how they check pupil attendance. Their laser-sharp focus means that if a pupil’s attendance begins to drop slightly, they step in early to get things back on track. Pupils pay close attention in class and consistently display highly positive attitudes towards their learning. This creates an environment that is highly conducive to learning.

Personal Development and Wellbeing

Leaders have established a well-constructed personal development programme for all pupils. The culture of inclusion sits at the heart of the programme, and leaders have made conscious, deliberate decisions to ensure that every child has a rich diet of opportunities. Additional pastoral support is swiftly and effectively established for pupils who need further assistance, for example, those who are young carers. This is highly beneficial and tailored to help pupils manage their emotions and wellbeing.

Achievement

By the end of key stage 2, pupils typically attain close to other pupils nationally. Over time, the proportion of Year 6 pupils attaining higher standards in reading, writing, and mathematics has steadily improved. Leaders know there is more work to do to ensure pupils’ achievement is reflected in above-average outcomes in national tests.

Curriculum and Teaching

Leaders have implemented a coherent and ambitious curriculum, which is making a positive difference to pupils’ learning. Teachers receive effective training to help them teach well and have secure subject knowledge. They implement the school’s shared understanding of what makes effective teaching in subjects across the curriculum. This includes using well-tailored adaptations to ensure pupils with special educational needs and/or disabilities learn well.

Early Years

Children settle well in the Reception and Nursery classes. They learn the routines of the classroom, and this is seen in the way they share, take turns and work together. They enjoy the warm and caring interactions they have with staff. Not only do these interactions help children feel well cared for and safe, but they also ensure that children develop the important vocabulary and language they need to be successful.

Inclusion

Pupils with special educational needs and/or disabilities (SEND) benefit from careful, well considered adaptations to their provision. This is because staff receive high-quality training, including from external professionals, to help them provide the right support and interventions. Pupils with specific SEND, such as autism, receive high-quality support through the school's dedicated 'Nest provision'. Their academic and care needs are very well catered for. Skilled staff ensure that these pupils are fully included in the wider life of the school.

Leadership and Governance

The best interests of pupils sit at the front and centre of all that leaders do. This leads to a wholly inclusive school, which enables pupils and staff to succeed in what they do. Leaders take great care of staff. Their wellbeing and workload are carefully considered when leaders make changes in school. This culture leads to staff being fully on board to drive further improvements in the school. Staff model leaders’ high expectations in their day-today work.

To view the full report, visit the Ofsted website.