St Peter’s Catholic Primary School in Lytham has been recognized as a good school following its inspection on June 18 and 19, 2024. The school fosters a strong sense of community among its pupils, who express pride in being part of the school family. They demonstrate politeness and consideration towards one another, and new students are welcomed warmly, allowing them to adjust quickly to school life. The pupils feel safe and trust the adults in the school to address any concerns they may have.
The school maintains high expectations for student achievement, and pupils appreciate the recognition they receive for their hard work. By the end of key stage two, students, including those with special educational needs and disabilities, achieve commendable results. In the early years, children engage in happy play, and throughout the school, behavior is consistently good in lessons and during transitions. A culture of kindness has been cultivated, with pupils taking pride in the school’s values, often discussing concepts such as forgiveness and empathy.
Educational trips and visits enhance the learning experience, such as a recent museum trip where pupils explored the work of a local artist. The school offers a variety of extracurricular clubs, including sewing, golf, and book club, and makes extensive use of its outdoor spaces, allowing pupils to engage in adventurous activities in a safe environment. The school prioritizes the social and emotional well-being of its students, with many enjoying time spent with the school dog, Willow.
The curriculum at St Peter’s is ambitious and tailored to the local context. It clearly outlines the knowledge that children in the early years and key stages one and two should acquire. Subject content is organized into manageable steps, enabling pupils to build their knowledge systematically. Teachers are well-trained to deliver the curriculum and regularly assess pupils’ understanding, using this information to address any learning gaps promptly. This approach ensures that pupils progress effectively through their subjects, preparing them well for secondary education.
The school has improved its methods for identifying pupils with special educational needs, providing well-matched support to meet their individual needs. Typically, pupils’ attainment in reading, writing, and mathematics exceeds national averages by the time they leave the school. However, in 2023, the percentage of pupils meeting the expected reading standard in key stage one fell below the national average. In response, the school has revised its phonics program and provided additional training for teachers. While some groups are benefiting from this, others are not progressing as quickly due to varying levels of implementation of the training.
A love of reading is actively promoted, with pupils enjoying daily read-aloud sessions and discussing their favorite books and authors. They look forward to rewards for their reading efforts, such as selecting books from a vending machine. By the end of key stage two, pupils read with confidence and fluency.
Pupils are engaged in their lessons, participating actively in discussions and collaborative work. They are encouraged to take responsibility for their actions and treat each other with respect, contributing to a calm learning environment. Attendance rates are high, supported by effective systems that promote regular attendance.
The school offers a wide range of opportunities for pupils to pursue their interests, from gardening to sports. Governors are supportive and knowledgeable about the school, and leaders at all levels are aware of the school’s strengths and areas for improvement. The school has successfully managed curriculum changes without overwhelming staff, prioritizing their well-being.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, there is a need for continued support for staff in delivering the phonics program consistently to enhance reading outcomes for all pupils.
