Peterhouse CofE Primary Academy, located in Gorleston, Great Yarmouth, Norfolk, has been inspected and continues to be recognized as a good school. The head of school, Sarah Lund, leads the institution, which is part of the Diocese of Norwich Education and Academies Trust. This trust is overseen by CEO Oliver Burwood and a board of trustees chaired by William Crawshay. The school also has an executive headteacher, Ryan Freeman, who oversees this school and another.
The school environment is described as welcoming and happy, fostering a sense of community among pupils and staff. Students learn in a calm and purposeful atmosphere, and during social times, they engage positively with one another, demonstrating mutual respect. Pupils feel safe and are confident in approaching trusted adults if they have concerns. The pastoral team is highly regarded by the students.
High expectations for pupil achievement are evident, with younger students performing well in reading, writing, and mathematics. Nursery children enjoy activities like story time and develop social skills through games. The school offers a variety of opportunities for pupils to take on responsibilities, such as participating in a daily breakfast club where they can socialize and engage in planned activities.
The curriculum is challenging and designed to equip pupils with essential knowledge for future success. While the majority of subjects are taught effectively, there are a few areas where pupils struggle to retain knowledge over time, impacting the published outcomes for some students at key stage two. Teachers possess strong subject knowledge and effectively break down complex concepts, allowing pupils to grasp key ideas. They monitor pupil understanding closely to address misconceptions promptly, leading to increased confidence in pupils' explanations.
The school employs a rigorous approach to teaching early reading, with nursery children learning to listen closely and engage with rhymes and stories. The phonics program is delivered expertly, and support is provided for struggling readers, enabling them to catch up quickly. The library serves as a central resource for promoting reading habits among older pupils.
Staff are well-informed about the needs of pupils, particularly those with special educational needs and disabilities. Effective support plans are in place, ensuring these pupils can access the same curriculum as their peers. Behaviour in the school is commendable, with pupils demonstrating politeness and attentiveness.
The wider curriculum is designed to support pupils' development effectively, incorporating lessons on different faiths and life skills tailored to the community's needs. Leadership roles within the school, such as prefects and school councillors, allow older pupils to contribute actively to school life, including volunteering in the nursery.
The school conducts self-evaluations accurately, identifying areas for improvement that inform their development plan. The trust provides timely support, and the governing body plays a crucial role in maintaining high standards, including effective safeguarding procedures. Staff express satisfaction in their roles and feel valued within the school community.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, the school recognizes the need to enhance the curriculum delivery in certain subjects to improve long-term knowledge retention among pupils. The school is committed to reviewing its curriculum to provide opportunities for revisiting key learning, ultimately supporting better progress for all students.
