St Peter's Anglican Methodist VC Primary School in Pilning, Bristol, has undergone an ungraded inspection, maintaining its overall judgment of good. The inspection, conducted on 26 to 27 March 2024, highlighted that while the school has made positive changes under new leadership over the past two years, the full impact of these changes is yet to be realized. Recent outcomes at the end of key stage two indicate that further work is needed to help pupils achieve their full potential.
The school is well-integrated into the community, with pupils demonstrating kindness and courtesy towards visitors. They embody the school's values of honesty and compassion, attending regularly and feeling safe. Strong relationships between adults and pupils contribute to a calm learning environment, where the behavior motto of being ready, respectful, and safe is well understood. Pupils are aware of the importance of doing their best.
Enrichment activities are a significant part of the school experience, with carefully planned opportunities that enhance the curriculum. Pupils have the chance to visit the Houses of Parliament, linking democratic processes to their school environment. They also engage in various clubs, such as kickboxing and football, and take pride in representing their school in competitions, demonstrating a competitive yet fair-minded spirit.
The school has identified clear actions to improve the curriculum, which is beginning to enhance the quality of education. However, there are still areas needing attention to ensure that all pupils reach their potential. In some subjects, the curriculum is not fully developed or implemented as intended, leading to gaps in pupils' knowledge. Where the curriculum is more established, staff do not always use assessment effectively to inform teaching, resulting in some pupils moving on without fully grasping key concepts.
The early years curriculum has seen improvements, with children in the Reception Year developing their understanding across all areas of learning. However, essential knowledge that would support their future learning is not always explicitly highlighted. The school has made strides in fostering a love of reading, with a well-stocked library and a structured approach to teaching phonics. Nevertheless, the reading curriculum for older pupils lacks rigor, impacting their wider reading skills and knowledge.
The school prioritizes meeting the needs of pupils with special educational needs and/or disabilities, with staff demonstrating a solid understanding of how to support these pupils effectively. They work closely with parents and external agencies to ensure that adaptations are made to help these pupils succeed.
Pupils are encouraged to take on responsibilities, such as through a buddy system, and participate in residential opportunities that build confidence. They learn about safety, including online safety, and the importance of physical and mental health. The school promotes tolerance and fairness among pupils, fostering an inclusive environment.
Staff feel supported by leadership, which considers their workload and well-being when implementing new strategies. The governing body possesses the expertise necessary to continue strengthening the curriculum, and their actions are beginning to positively impact pupils' experiences.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. The inspection concluded that while the school has many strengths, it must focus on fully developing and implementing the curriculum across all subjects to support cumulative knowledge building. Additionally, assessment practices need to be refined to ensure that teaching is responsive to pupils' learning needs.
