St Peter and Paul Catholic Primary School in Mitcham, Surrey, was inspected on 8 and 9 March 2023, and received an overall effectiveness rating of good. The school provides a positive learning environment where pupils enjoy their education and actively participate in lessons. They support one another in their learning journeys and feel safe and happy, thanks to the attentive staff who address any concerns, including bullying, promptly. The leadership team has high expectations for all pupils, inspiring them to achieve their best, including those with special educational needs and disabilities. The curriculum is broad and ambitious, designed to foster a love of learning.
Pupils exhibit sensible behavior, adhering to clear routines that promote a respectful atmosphere. They understand the school’s values and relate them to their lives, starting from the early years. Positive interactions between staff and pupils are evident, with children displaying good manners. The school community comes together for weekly assemblies, where pupils engage in singing and prayers, fostering a sense of belonging. Roles such as prayer leaders and eco-warriors are appreciated by the pupils, and staff organize various activities to promote physical development, including sports clubs and swimming lessons.
Recent leadership changes have led to significant improvements, which staff value. Parents and carers express overwhelming positivity about the school. The curriculum is well-structured, outlining the knowledge, skills, and vocabulary that pupils are expected to learn. Progression is logical, with early years staff effectively preparing children for future learning. For instance, Year 6 pupils apply their scientific knowledge to compare inherited and environmental characteristics, while early years children learn counting through hands-on activities.
Teachers regularly provide opportunities for pupils to revisit and practice learned concepts, aiding retention of complex ideas. They typically check pupils' understanding and address any misconceptions. However, there are instances where lessons do not build on prior knowledge, limiting opportunities for deeper understanding. Leaders are proactive in identifying pupils with special educational needs, ensuring staff are trained to meet their needs effectively.
The school places a strong emphasis on developing fluent readers, with a consistent phonics program in place. Staff are trained to support children from the moment they start school, using well-matched reading materials. Additional support is provided for pupils at risk of falling behind, and all pupils express enjoyment in reading and being read to.
Pupils remain focused during lessons, with minimal disruption to learning. In the early years, adults encourage perseverance and community engagement, teaching children the value of collaboration. The personal, social, health, economic, and relationships education program is well-structured, promoting respect for diverse religions and strong moral awareness.
Governance has overseen significant leadership changes, with a focus on high expectations for all pupils. The emphasis on consistency and challenge supports ongoing school improvement. Staff appreciate the support and consideration of their workload and well-being. Subject leaders demonstrate a solid understanding of their roles.
The safeguarding arrangements are effective, with staff knowledgeable about their responsibilities. Leaders address concerns swiftly and collaborate with external agencies to provide necessary support. The curriculum also teaches pupils about safety in various contexts, including online interactions. Overall, while the school demonstrates many strengths, there is a need for improvement in ensuring that all teaching builds progressively on previously learned content to deepen pupils' knowledge and understanding.
