Heswall St Peter’s CofE Primary School has been recognized as a good school following its recent inspection. The school fosters a caring community where pupils feel proud to belong. They are encouraged to develop strong foundations that help them shine throughout their educational journey. Older students take on the role of buddies for younger pupils, facilitating friendships and helping newcomers adapt to school routines. The school sets high expectations for all students, including those with special educational needs and disabilities, and most pupils achieve well while demonstrating positive behavior.
Pupils have expressed their appreciation for the newly introduced school rules, which emphasize being ready, safe, and respectful. These guidelines help them strive for their best. The school celebrates positive behavior and hard work through various rewards, such as star of the week badges. By engaging in roles of responsibility, students learn the importance of contributing to their school’s success, as evidenced by their involvement in changes to the lunch menu through the school council.
The school provides opportunities for pupils to connect with their community and the wider world. Initiatives like local litter picks organized by the eco-team and support for charities and refugee families enhance their social awareness. Since the last inspection, the school has undergone significant leadership changes, which have been managed effectively. The focus has shifted towards prioritizing the teaching of reading, writing, and mathematics, with an increased ambition for pupil outcomes.
The curriculum has been thoughtfully redesigned to ensure that pupils in mixed-age classes build knowledge logically over time. While the improvements in subjects beyond English and mathematics have only recently been implemented, the school is committed to preparing pupils for the next stage of their education. However, some older pupils may have gaps in their knowledge due to not having benefited from the updated curriculum over time.
In lessons, staff provide clear explanations of new content and utilize assessment information to identify knowledge gaps and misconceptions. Teachers are increasingly creating activities that encourage pupils to recall recent learning. Nonetheless, in certain subjects, the school has not clearly identified the most important concepts for pupils to learn and revisit, which can lead to difficulties in retaining key information.
A new phonics program has been successfully introduced, with staff receiving appropriate training to support pupils in sound identification and blending. Young children in the nursery confidently engage with rhymes and songs, laying a strong foundation for their phonics learning. Most pupils read books that align with their phonics knowledge, and those who struggle receive timely support to develop fluency and accuracy in reading.
The school effectively identifies the additional needs of pupils with special educational needs and disabilities, ensuring they can access the same curriculum as their peers. Clear routines for behavior have been established, contributing to positive attitudes among pupils, particularly in the nursery and reception classes. The school has also recognized the reasons behind low attendance rates and has taken steps to support affected pupils and their families, resulting in improved attendance.
The school prioritizes the development of pupils' moral and social awareness, with lessons on diverse faiths, cultures, and family types being well-remembered. Governors are aware of the school’s strengths and areas for improvement, and the school is taking steps to support staff well-being amid recent leadership changes. Overall, the school is committed to providing a supportive and enriching environment for all its pupils.
