SS Peter and Paul's Catholic Primary School

Inspection of a school judged good for overall effectiveness before September 2024: SS Peter and Paul's Catholic Primary School Gordon Road, Ilford, Essex IG1 1SA

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Tracey Osei. This school is part of the Good Shepherd Catholic trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Michael Corocoran and overseen by a board of trustees, chaired by John Anthony.

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What is it like to attend this school?

The school successfully encourages pupils to be their best, excel academically and thrive personally. Pupils, including those with special educational needs and/or disabilities (SEND), achieve highly.

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What is it like to attend this school?

Pupils meet leaders’ high expectations of their behaviour. Pupils are polite and think of others before themselves. They are safe in school and know that staff will deal swiftly with any concerns that they may have.

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What is it like to attend this school?

The school works closely with the school community so that all parents and carers feel included in the life of the school. One parent, typical of many, said: ‘My child is very happy in this school. The teachers are wonderful and have the power to convey the love of education to the children.’

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What is it like to attend this school?

The school organises many leadership opportunities for pupils so that they can contribute to the school and wider society. The ‘children’s leadership team’, made up of elected ambassadors, captains and councillors, help make decisions about the school. For example, members of the team quizzed a local MP on local issues and successfully campaigned for a change in the school dinner menu. Well-being champions support the 8 and 9 October 2024

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mental health of their peers and junior travel ambassadors petitioned to pedestrianise the front of the school during home time.

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What does the school do well and what does it need to do better?

The school provides a broad and rich curriculum for all pupils in the school. The curriculum focuses on key concepts, or 'golden threads’, that pupils revisit to remember important knowledge. For example, the computing curriculum revisits programming, e- safety and computer networks across different year groups. The school constantly builds on its continued academic success. For example, it drives to refine further teachers’ expertise and finesse the curriculum. This is reflected in the school’s exceptionally high published academic outcomes for pupils in English, reading and mathematics.

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What does the school do well and what does it need to do better?

Pupils have a strong understanding of the ‘golden threads’ in the curriculum. For example, pupils use their understanding of cause, consequence and chronology in history to explain the impact of the Great Fire of London, during the reign of King Charles II.

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What does the school do well and what does it need to do better?

In lessons, teachers deliver subject matter clearly, addressing any misconceptions that pupils may have. In English, for instance, pupils have regular opportunities to draft, edit and improve their writing. In early years, the curriculum is carefully designed so that it supports children to learn the vocabulary and knowledge that they need in order to be well prepared for Year 1.

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What does the school do well and what does it need to do better?

Pupils focus in class and work hard. This means that by the end of Year 6, they have a strong understanding and clear recall of the important knowledge and skills required for any future learning. Between classes and during breaks, pupils take turns playing and, with support from the pupil well-being champions, help each other.

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What does the school do well and what does it need to do better?

The school is highly ambitious for pupils with SEND. It acts swiftly to meet the changing needs of pupils with SEND at the school. The school quickly identifies pupils who may require support. Teaching breaks down the curriculum sufficiently so that pupils with SEND can consolidate their understanding across subjects.

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What does the school do well and what does it need to do better?

The reading curriculum ensures that pupils can read fluently and confidently. In class, pupils regularly practise writing and speaking new letters and sounds until they have mastered them. The school quickly identifies pupils who need help to catch up with their peers. These pupils then receive regular and effective support. In early years, the school successfully develops the communication and language skills that children need to learn to read and write.

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What does the school do well and what does it need to do better?

The school’s work to ensure that pupils attend school regularly is exemplary. It communicates its expectations of families clearly and simply. In addition, staff build strong professional relationships with all parents as soon as their children start at the school. This enables the school to provide families with any help if they require it and in turn, to maintain pupils’ high levels of attendance. 8 and 9 October 2024

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The school prepares pupils very well for life in modern Britian. For example, pupils have a strong understanding of the different protected characteristics, such as race, and know that everyone is treated equally in law.

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Pupils enjoy attending clubs including dodgeball, gospel choir and board games, where older pupils teach younger pupils. ‘Wiggle and shake’ club is popular with pupils in Reception and Year 1. The school also organises educational visits to expand pupils’ knowledge of different subjects. For example, pupils in Year 5 visited Tower Bridge to learn about bridge construction in design and technology, and Year 6 attend a residential in order to foster team-building skills.

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Leaders take into account staff workload and ensure that well-being is a high priority. Those responsible for governance carry out their statutory responsibilities appropriately.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, SS Peter and Paul’s Catholic Primary School, to be good for overall effectiveness in May 2018.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 8 and 9 October 2024

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 October 2024

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School details

Website www.sspeterandpauls.redbridge.sch.uk

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 The school uses no alternative provision.  This school is part of the Good Shepherd Catholic trust.  The school has a high number of pupils who join or leave the school within or between academic years.  The school’s most recent section 48 inspection for schools of a religious character was carried out in September 2024. It is due for its next section 48 inspection in five years.  SS Peter and Paul's Catholic Primary School converted to become an academy school in September 2019. When its predecessor school, SS Peter and Paul's Catholic Primary School, was last inspected by Ofsted, it was judged to be good for overall effectiveness.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education 8 and 9 October 2024

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provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspector met with the headteacher and other senior leaders. The inspector met with leaders with responsibility for pupils with SEND, safeguarding, attendance and pupils’ wider development.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of work.  The inspector met with representatives from the trust, local governing body and had discussions with the school improvement partner.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interests first.  The inspector considered the respective responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Guy Forbat, lead inspector His Majesty's Inspector 8 and 9 October 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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