St Paul’s Peel CofE Primary School in Little Hulton, Manchester, was inspected on 11 and 12 January 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, leadership and management, and early years provision. The previous inspection in October 2017 had rated the school as good.
Pupils at St Paul’s Peel are generally happy and feel safe in a warm and welcoming environment. Positive relationships between staff and pupils contribute to a sense of security. Pupils strive to embody the school’s values of faith, hope, and love. They understand the difference between bullying and falling out, and staff effectively address any incidents of bullying that arise. Teachers have high expectations for pupil effort and achievement, which pupils generally meet. However, the curriculum in some subjects, particularly in the early years, is not well designed, leaving some pupils, including those with special educational needs and disabilities, inadequately prepared for the next stages of their education.
While most pupils try to behave well, there are inconsistencies in staff expectations regarding behaviour. This sometimes leads to lapses in positive behaviour among pupils. Leaders provide numerous opportunities for pupils to explore their interests and talents, with clubs and activities such as hockey and craft club being popular. Pupils take pride in representing the school in sports and local competitions, and older pupils often serve as role models for younger students.
The school has designed an ambitious curriculum that covers a broad range of subjects in line with national standards. In a few subjects, leaders have successfully improved the curriculum, ensuring that it is well organized and that pupils learn key knowledge in a logical sequence. This approach helps pupils build on their prior knowledge and remember what they have learned over time. However, in other subjects, the curriculum lacks clarity regarding essential knowledge, making it difficult for teachers to determine what to teach and when. Consequently, some pupils, including those with special educational needs and early years children, struggle to retain important information necessary for future learning.
Leaders have prioritized early reading development, with children in the early years engaging in activities that enhance their language and communication skills. Phonics instruction begins in the Reception class, but not all staff are adequately trained to deliver the phonics program effectively. This inconsistency can hinder pupils' reading fluency and accuracy. While pupils have access to a wide range of books, some express a dislike for reading due to difficulties they face, which can impede their ability to engage with the wider curriculum.
Leaders accurately identify the additional needs of pupils with special educational needs, but staff are not always equipped to adapt the curriculum delivery effectively. This results in some pupils with special educational needs not achieving their full potential. The school promotes pupils' broader development well, with staff supporting emotional well-being and preparing pupils for modern society. However, there are inconsistencies in reinforcing high behaviour expectations, leading to occasional disruptions in learning.
Leaders have taken steps to improve attendance rates, collaborating with external agencies to support frequently absent pupils. Despite these efforts, some pupils still do not attend regularly. Governors are committed to improving opportunities for pupils but need to hold leaders more accountable for the quality of education provided. Staff express pride in their work and feel involved in decision-making, with leaders considering their workload and well-being.
The safeguarding arrangements at the school are effective, with leaders fostering a strong culture of safeguarding supported by trusting relationships with pupils and families. Staff are well-trained to identify risks and report concerns diligently. Pupils learn about safety, including online safety, and understand healthy relationships and whom to approach if they have worries. Overall, while the school has strengths, particularly in pupil well-being and safeguarding, significant improvements are needed in curriculum design, staff training, and behaviour management to enhance the educational experience for all pupils.
