St Peter’s Church of England Primary School in Bristol has recently undergone an inspection, with the overall effectiveness rated as good. The school has maintained a positive environment where pupils demonstrate values such as resilience, friendship, and forgiveness. Students enjoy attending school and exhibit respectful behavior, adhering to the established rules that promote a safe and friendly learning atmosphere. In the classroom, pupils show positive attitudes towards their learning, and during social times, they engage in various activities, displaying maturity and self-regulation.
The school fosters a sense of community, with pupils actively participating in local events and charitable activities. They express pride in their school, describing it as welcoming and respectful of differences. The school motto, a world of opportunities, reflects the diverse range of activities available to enhance pupils' experiences. Educational trips and residential visits are integral to the curriculum, allowing students to explore learning beyond the classroom. The school also emphasizes economic understanding through practical activities, such as creating and selling seasonal soup at a Christmas fair.
Following below-average results in national assessments for reading and mathematics in 2023, the school has taken swift action to improve educational quality. The new headteacher has introduced significant changes to the curriculum, building on existing strengths and ensuring that the curriculum is ambitious and well-structured. Leaders are aware of the curriculum's impact and have carefully planned learning experiences, particularly in the early years, to provide a solid foundation for future learning.
The curriculum is designed to ensure that pupils learn and remember essential knowledge through well-sequenced lessons. In mathematics, for instance, children engage in activities that help them understand numbers and amounts, progressively building their skills as they advance through the grades. The quality of work produced by pupils reflects their development of knowledge and skills, including those with special educational needs and disabilities. Staff make necessary adaptations to ensure that all pupils can access the same curriculum.
Assessment practices are effective, allowing for regular revisiting of learning. Tools such as knowledge organizers and retrieval activities support pupils in retaining information. However, some subjects are newly introduced, leading to gaps in knowledge for some pupils, making it challenging for them to connect new content with prior learning.
Reading is prioritized, with a structured phonics program in place for early years. Pupils learn essential sounds and read books that match their phonics knowledge, fostering fluency and accuracy. The school provides enticing reading areas and a variety of texts, encouraging a love for reading among older pupils.
The school has made significant strides in improving attendance, with dedicated teams providing tailored support to pupils and their families. This has resulted in a notable decline in persistent absence. The emphasis on personal development is evident through various clubs and leadership opportunities, allowing pupils to explore their interests and contribute to the school environment.
Staff appreciate the positive changes introduced by the new headteacher, who is mindful of their workload. Governors have a clear understanding of the school's strengths and weaknesses and are committed to driving improvement. Parents and carers express overwhelming satisfaction with the education their children receive.
The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils. Moving forward, the school aims to address gaps in knowledge by effectively implementing new curriculum plans, ensuring that all pupils build secure knowledge and skills across all areas of the curriculum.
