a school not in a category of concern of St Peter’s CofE Academy

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Michael Astley Principal St Peter’s CofE Academy Fenton Manor Fenton Stoke-on-Trent Staffordshire ST4 2RR

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CofE Academy

This letter sets out the findings from the monitoring inspection that took place on 17 December 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school meets the monitoring threshold as set out in the Monitoring Inspection Handbook .

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CofE Academy

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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CofE Academy

During the inspection, I discussed with you and other senior leaders, the chief executive officer (CEO) of the trust and governors the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also visited lessons, looked at pupils’ work, met with pupils and staff, and scrutinised documents relating to the personal, social, health and economic (PSHE) curriculum, behaviour, attendance and safeguarding. I observed pupils during their breaktimes and spoke with members of staff on duty. I also reviewed the school’s single central record to assess the checks made for the recruitment of new staff. I have considered all this in coming to my judgement.

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Main findings

Following the last graded inspection, you have actively made changes to the structure of the leadership team. This was following the appointment of an additional assistant principal. The school has made small adjustments to the behaviour policy since the urgent inspection in December 2023. These changes were used to support pupils and to help positive routines and practices to become more embedded. New appointments in governance roles and adjustments in processes are increasing the capacity of the trust to help the school move forward. You have benefited from external and internal support to effect the changes you have put in place.

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Main findings

During this inspection, we focused on the areas for improvement relating to the PSHE curriculum, the behaviour of pupils and their attendance. The evidence shows that you have taken decisive and well-chosen actions to address these areas. There is a positive culture of learning in the school. Staff are working well with you to secure and further embed changes, and pupils are responding well too.

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Main findings

You have ensured that a comprehensive and developed PSHE curriculum is in place. This now takes place regularly in school time. Pupils are supported to discuss ideas and understand more about themselves and others. They are helped to understand the key language they need to communicate effectively in order to stay safe. Pupils appreciate the lessons they receive, and this reflects the increasingly inclusive culture around the school. Pupils know their voice is listened to and enjoy the range of opportunities they get to expand their horizons.

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Main findings

During the inspection, I visited a range of subjects and year groups. Along with yourself, we saw calm and focused learning from pupils. The pupils who I spoke to were able to explain their current work and reflect on their improved experience in the classroom. Leaders are aware of the areas that need improving in lessons. The school needs to continue to ensure the consistency of curriculum experience and that pupils know and remember more over time.

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Main findings

Attendance of pupils has been a key area of focus for you. The school’s work has delivered a positive improvement over the last year. Leaders hold a clear and detailed picture of attendance, and it is connected well to safeguarding. You have set up systems to communicate clearly with pupils about their attendance. Pupils know that being in school is important and appreciate the recognition they receive when they attend frequently. The school should sustain the positive culture around attendance. This will ensure that pupils benefit from increased learning time.

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Main findings

The school has maintained and built on the work done in relation to pupil behaviour. You and your leaders have focused on their chosen behaviour approaches. Together, you have taken staff with you through these changes. You hold a detailed understanding of all behaviours, positive and negative, exhibited in school. You have ensured that this is communicated regularly and effectively to staff and pupils. This has allowed leaders to identify where additional support and resources are required and then act accordingly to improve the experience of staff and pupils. Staff appreciate the clarity of the work done around behaviour. They say this helps in the classroom, around school and in communication with pupils to help them meet the high expectations. Pupils demonstrate that they understand the routines and scripts used by staff. There is a shared understanding that clear consistency has helped, and is helping, to improve the school.

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Main findings

This should remain a priority to ensure that there is a continued consistent approach to managing behaviour and that staff are well supported in this regard.

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Main findings

You have benefited from the assistance received through being part of the Woodard Academies Trust. Leaders have taken the opportunities afforded to them to learn from other schools. Both the internal and external support have helped develop school practice in several areas. You have been careful in how you have applied that learning to the school, for example, in helping pupils to attend regularly. Extra funding has been put in place by the trust to drive rapid responses to needs as they have arisen.

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Main findings

Safeguarding is effective. Leaders have clear systems in place to identify pupils at risk of potential harm. The well-developed and systematic approach leaders take in dealing with disclosures ensures that decisive and timely actions take place to support vulnerable pupils. A strong and coordinated pastoral approach, using detailed pupil information and clear lines of communication, ensures that support is timely and appropriate.

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Main findings

Relationships between governors, trustees and leaders are very positive and purposeful. There is a united understanding that things have improved and a strongly held moral purpose. The school’s clear development priorities and how these will be measured are well understood. You recognise that, while progress has been made, there are still areas to review and develop further for greater consistency. You have a realistic evaluation of the school’s current strengths and challenges. A strong, growing sense of unity exists among leaders, staff and pupils.

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Main findings

I am copying this letter to the chair of the board of trustees, the CEO or equivalent of the Woodard Academies Trust, the director of education for the Diocese of Lichfield, the Department for Education’s regional director and the director of children’s services for Stoke-on-Trent. This letter will be published on the Ofsted reports website.

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