Peakirk-Cum-Glinton CofE Primary School is a small primary school located in Peterborough, which has recently undergone an inspection. The overall effectiveness of the school has been rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the school has been recognized for its good behavior and attitudes, as well as personal development.
The school is characterized by a caring and compassionate ethos, where staff prioritize the welfare of pupils. Students report feeling happy and safe, and they engage well with one another in both play and lessons. The teaching of reading is highlighted as a strength, with children learning to read effectively from the start of their education. However, in other subjects, the planning of learning is not as robust, which hampers pupils' ability to build on prior knowledge. Consequently, this inconsistency affects the overall learning experience across the curriculum.
Pupils demonstrate responsible behavior and respect towards adults and peers. They have a clear understanding of bullying and feel confident that any incidents are addressed promptly. Older students take on a mentorship role, looking out for younger pupils and contributing to a safe environment. The school emphasizes the development of character, instilling values such as kindness and compassion. Pupils have opportunities to participate in various clubs and activities, including charity work and leadership roles.
While the school excels in teaching reading, there are areas that require attention. The curriculum planning lacks consistency, and in some subjects, the rationale for content selection is unclear. Leaders are tasked with ensuring that teachers receive the necessary support to plan effectively, enabling all pupils to learn consistently over time. Additionally, summative assessment practices need to be developed further to provide teachers with a clearer understanding of pupil progress.
In the early years, children are engaged and settled, with teachers demonstrating a good understanding of their needs. However, the outdoor learning areas are not as well-equipped as the indoor spaces, and there are instances where learning is not planned effectively. Leaders are working to improve this aspect of the curriculum.
Pupils are noted for their politeness and kindness, and instances of negative behavior are rare. However, there are occasions when teachers need to ensure that students are attentive during instructions. The school promotes personal development through a range of extracurricular activities, teaching pupils about healthy relationships and online safety. Pupils with special educational needs and disabilities have access to the full curriculum, although some provisions require improvement to ensure that these pupils can learn independently.
Leaders have collaborated effectively with the local authority to drive improvements within the school. They are aware of the work that remains to be done and have a clear vision for the future. Staff feel supported and receive necessary training, while governors understand the school's context and needs. However, they need to enhance their awareness of certain school systems and hold leaders accountable for their actions.
The safeguarding arrangements at the school are effective, with leaders ensuring that children are safe and well cared for. Staff are trained to identify and report safeguarding concerns promptly. Overall, while the school has strengths, particularly in reading and pupil welfare, it must address inconsistencies in curriculum planning and assessment to enhance the educational experience for all students.
