St Peter’s Catholic Primary School in Sittingbourne, Kent, has recently undergone its first inspection since becoming an academy. The inspection, conducted on February 6 and 7, 2024, resulted in an overall effectiveness rating of good, with outstanding ratings for behaviour and attitudes, as well as personal development. The quality of education and early years provision were also rated as good, while leadership and management received a good rating. The school, which is part of the Kent Catholic Schools’ Partnership, has a clear vision that is evident in the daily operations and interactions within the school community.
Pupils at St Peter’s take pride in their school and actively contribute to its positive environment. They feel safe and are welcoming to newcomers, embodying the school’s values of faith, love, and respect. Instances of poor behaviour are rare, and any issues are addressed promptly by staff. The motivation among pupils to achieve is high, and they appreciate the supportive nature of their teachers, who are described as patient and kind. This positive relationship fosters resilience among pupils, encouraging them to persevere through challenges.
The leadership team, including the headteacher Catherine Vedamuttu, has effectively managed recent changes within the senior leadership structure, maintaining the school’s momentum and Catholic ethos. The local governing committee is passionate and committed to supporting both pupils and staff. Attendance rates are high, and feedback from staff through Ofsted’s survey was overwhelmingly positive. New curriculum leaders are being supported by experienced staff, and collaboration within the multi-academy trust enhances the sharing of best practices.
The school demonstrates a strong commitment to supporting pupils with special educational needs and disabilities. Early identification of additional needs ensures that appropriate support is provided swiftly. Parents and carers have expressed positive views regarding the school’s efforts in this area. The curriculum is stable yet evolving, effectively meeting the needs of pupils. Subjects are well-sequenced, with clear learning trajectories from early years through to Year 6. Teachers are aware of prior learning, which aids in planning and delivering lessons that cater to all pupils, including those from disadvantaged backgrounds.
While the school’s reading programme is well-established, there are inconsistencies in the delivery of phonics instruction, particularly in the early stages of reading. This inconsistency can hinder some pupils from receiving the expert teaching they require. Leaders are encouraged to ensure that the phonics programme is implemented with fidelity across all phases of the school.
In mathematics, a new teaching approach has been introduced, and staff have responded positively. Observations indicate that pupils are engaged and successful in their mathematics work. The school’s commitment to personal development is evident, with a curriculum that supports pupils’ understanding of equality and diversity. Educational visits enhance their learning experiences, allowing them to connect classroom knowledge with real-world contexts.
The safeguarding arrangements at St Peter’s are effective, ensuring that pupils’ welfare is prioritized. Overall, the school is recognized as a good and improving institution, with a strong foundation for continued growth and success. The commitment of staff, the supportive environment for pupils, and the clear vision from leadership contribute to a positive educational experience that prepares pupils well for their future transitions.
