Phoenix St Peter Academy, located in Lowestoft, Suffolk, underwent an inspection on June 8 and 9, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behavior and attitudes were deemed Good. Personal development, leadership and management, and early years provision all received a Requires Improvement rating as well. This was the same rating given in the previous inspection conducted in June 2018.
Pupils at the academy are recognized as individuals and show a strong desire to attend school. They maintain positive relationships with staff and feel well cared for, with parents reporting that their children are happy. Pupils enjoy their learning experiences and receive effective support in reading. However, there are areas within the curriculum where pupils do not learn as effectively as they could, particularly among the youngest children in early years. Some pupils lack the specific support needed to fully engage with the curriculum.
The behavior of pupils is commendable; they are polite, well-behaved, and supportive of one another. They focus well during lessons and listen attentively to their teachers. Playtime is a highlight for students, who enjoy engaging in various activities, including archery, cricket, and dance. Instances of bullying are rare, and when they do occur, staff address issues promptly.
The school has experienced several changes in senior leadership and teaching staff over the past few years, but the current leadership is stable. Leaders are aware of the school's weaknesses and have a clear vision for improvement. They have established a well-structured curriculum, although it varies in detail across different year groups. There are gaps in the explicit teaching of essential vocabulary, which affects pupils' understanding.
Staff training is inconsistent, leading to variations in curriculum delivery. In some subjects, teachers are not adequately prepared to deliver lessons effectively, resulting in poorly matched activities and unclear explanations. Monitoring of the curriculum by leadership is also underdeveloped. However, leaders have prioritized training in phonics and early reading, which has led to effective teaching in these areas. Pupils are learning basic reading skills quickly, and the reading materials provided are well-aligned with their learning.
Despite improvements in reading, pupils' writing skills do not reflect their reading abilities. Many younger pupils struggle with handwriting and presentation, and teachers are not addressing these issues promptly. Pupils with special educational needs and disabilities have access to a broad curriculum and receive appropriate support, but weaknesses in curriculum delivery hinder their learning.
The school offers a variety of extracurricular clubs, and pupils are motivated to earn awards for demonstrating positive behaviors. They engage with current issues, such as supporting children affected by the Ukrainian conflict. However, there are weaknesses in the delivery of the personal, social, and health education curriculum.
Disadvantaged pupils have equal opportunities and access to support services. Staff are knowledgeable about safeguarding, and pupils feel safe and supported, knowing they can approach trusted adults with any concerns.
To improve, the school must ensure that all teachers possess the necessary skills and confidence to deliver the full curriculum effectively. The quality of writing across the school needs to be addressed, particularly for younger pupils. Leadership of the curriculum requires further development to ensure comprehensive planning and training across all subjects.
