East Bridgford St Peters Church of England Academy, located in Nottinghamshire, was inspected on 21 and 22 April 2022. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behaviour and attitudes, and leadership and management also receiving good ratings. Notably, personal development was rated as outstanding. This inspection marked the first routine evaluation since the school became an academy in February 2014, and it had not been inspected under the current framework prior to this.
Pupils express enjoyment in attending the school, which offers a diverse range of extracurricular activities, including table tennis and archery. Many students, including those from disadvantaged backgrounds, engage in these opportunities. The school fosters strong relationships between staff and pupils, with a clear understanding of bullying and a commitment to addressing any concerns promptly. The atmosphere is calm, and pupils demonstrate courtesy and politeness, with older students taking pride in assisting younger ones.
The curriculum is centered around the school’s values, aiming to prepare pupils for future stages in their lives. Leaders maintain high expectations for all students, including those with special educational needs and disabilities. The mathematics curriculum is well-structured, building on prior knowledge and ensuring that pupils can articulate how their learning connects over time. The school has also introduced a new phonics curriculum, which is ambitious and aims to enhance reading skills from early years onward. However, some inconsistencies remain, particularly with reading materials that do not align with the phonics being taught.
In addition to reading, other subjects are undergoing refinement, with subject leaders working to improve the curriculum. While pupils can articulate their learning in subjects like religious education, there are instances where teachers do not clearly identify the key knowledge that students should retain. Although pupils engage enthusiastically in their learning, some activities do not effectively reinforce essential knowledge, and there is a need for better assessment of what pupils can remember.
Pupils demonstrate a strong understanding of equality and British values, with numerous opportunities to explore diverse cultures and contribute to their community. Parents appreciate the care and communication from staff, noting that children develop independence and persistence in their learning. The early years provision encourages children to engage in activities that support their development, although some areas of learning could benefit from clearer sequencing.
Staff collaboration is valued, and leaders support them in managing workloads effectively. The governing body has played a crucial role in supporting the school through challenges, including the pandemic. Safeguarding measures are effective, with staff trained to respond to concerns promptly, ensuring that pupils feel safe and supported.
To improve, the school needs to fully embed the new phonics scheme, ensuring that reading materials align with the sounds pupils are learning. Additionally, there is a need for a more structured approach to revisiting prior learning across subjects, with clearer expectations for what pupils should remember. The early years curriculum also requires refinement to define learning sequences more explicitly. Overall, the school demonstrates a commitment to continuous improvement and the well-being of its pupils.
