St Peter's Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Peter's Primary School Normanton Road, South Croydon, Surrey CR2 7AR

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Outcome

St Peter's Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The co-headteachers of this school are Caroline Barriball and Samantha Sandle. This school is part of Greenshaw Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), William Smith, and overseen by a board of trustees, chaired by Anne Spackman.

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What is it like to attend this school?

Pupils are incredibly proud members of the St Peter’s community. They rightly describe their school as welcoming and inclusive. Pupils are very happy and enjoy school. Their warm and nurturing relationships with staff help pupils to feel safe.

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What is it like to attend this school?

The school is ambitious for what pupils can, and do, achieve. Pupils understand the importance of their education. They are curious, keen and focused learners and achieve well.

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What is it like to attend this school?

All aspects of school life are underpinned by the ‘CREATE’ values. These guide pupils in their behaviour and conduct for their time at St Peter’s and beyond. Pupils are polite, courteous and look out for one another. At social times, pupils play happily. Older pupils value the opportunities to support and care for younger pupils, such as through being a ‘buddy’. Pupils’ behaviour in class and around the school is calm and respectful.

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What is it like to attend this school?

Pupils relish the opportunities to be actively involved in their school. The many ‘ambassador’ roles and positions such as head boy, head girl and house captains help to develop their leadership skills. Through these roles, pupils contribute to decisions about their school. They also develop their citizenship skills through supporting the wider community with events such as fundraising. 1 and 2 April 2025

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

The trust, governing board and the school have a shared vision to ensure that pupils are well prepared for their future. Leaders at all levels have an accurate view of the school and have identified the right areas to focus on to further improve what is in place. This ensures that standards are being maintained and built upon. Staff benefit from a wide range of professional development and feel well supported to carry out their roles.

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

The school has carefully considered its curriculum. Starting from the early years, it has mapped out what pupils need to learn and when. The curriculums for early reading and mathematics are implemented well by skilled and knowledgeable staff. There is a sharp focus on ensuring that pupils have the basic skills needed to be able to access the full curriculum. Pupils that need extra support are quickly identified and additional help is given. As a result, pupils become confident mathematicians and fluent readers. This is evident in the school’s published outcomes, where pupils achieve highly. However, some newer, recently developed aspects of the wider curriculum are not having the same impact on pupils’ learning. While pupils learn well overall, in some subjects, the most crucial knowledge that pupils need to learn and remember is not as clearly defined as that seen in English and mathematics. On occasions, too much information and vocabulary is

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

shared, making it difficult for some pupils to remember it. In a few instances, the activities pupils are given do not fully support the intended learning. This, at times, hinders pupils from developing a deep body of knowledge in these subjects.

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

Across the curriculum, pupils have opportunities to recap and revisit their prior learning. The school has established ways to check what pupils know and remember. This means that gaps in pupils’ knowledge and misconceptions can be identified and addressed. However, at times, these approaches are not used consistently well. This means that on occasions, the school is not fully secure about pupil's knowledge and understanding, and teaching moves the learning on before pupils are ready.

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

The well-considered provision for pupils with special educational needs and/or disabilities (SEND) ensures that pupils’ individual needs are identified and met. Pupils with SEND learn alongside their peers. Skilled staff carefully adapt the teaching of the curriculum so that all pupils benefit from meaningful learning opportunities. The school also works with external agencies to ensure that pupils with SEND get the support they need. Pupils with SEND achieve well.

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

Pupils have very positive attitudes to their learning. The school has high expectations for pupils’ behaviour and conduct. There are clear and well-established routines. Pupils know and understand the ‘3 school rules’. They are taught to be responsible for their actions. The school also guides pupils to develop strategies to deal with their emotions and feelings. For example, through ‘the Hive’ provision and the ‘values-based workshops’, pupils have opportunities to reflect on incidents and consider how to respond to situations that they experience.

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

Pupils are very well prepared for life beyond school. The school’s value of ‘equality’ enables pupils to understand that everyone has the right to be treated fairly and with 1 and 2 April 2025

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respect. Difference is valued and celebrated. Pupils learn about different faiths and religions. They learn that not all families are the same and have an age-appropriate understanding of healthy relationships and consent. Well-chosen trips and visitors provide pupils with experiences that enrich the taught curriculum. For example, citizenship events and workshops teach them how to keep themselves safe.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some foundation subjects, the crucial knowledge that pupils need to learn and remember has not been clearly defined. On occasions, the activities pupils complete are not well matched to the learning intention and sometimes pupils have too much information to learn and remember. All of this reduces how well pupils are able to build up a deep body of knowledge. The school should further strengthen the curriculum for these subjects so that the most important information is clearly defined and teaching focuses on ensuring that pupils remember this knowledge.  On occasions, the school’s checks on pupils’ learning and understanding are not robust. This means that sometimes, learning moves on before pupils are ready or some pupils’ misconceptions and gaps in knowledge are not identified. The school should ensure its approaches are used consistently so that gaps and misconceptions can be quickly identified and addressed before the learning moves on.

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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, 1 and 2 April 2025

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behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the second ungraded inspection since we judged the predecessor school, St Peter’s Primary school, to be good for overall effectiveness in January 2013.

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

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How can I feed back my views?

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). 1 and 2 April 2025

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School details

Co-Headteachers Caroline Barriball and Samantha Sandle

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School details

Dates of previous inspection 2 and 3 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school became part of the Greenshaw Learning Trust in July 2024.  The school does not use any alternative provision.  The school provides before-and after-school childcare.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education 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 has taken that into account in her evaluation of the school.  The inspector held meetings with the co-headteachers and other members of the senior leadership team. 1 and 2 April 2025

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 The inspector visited a sample of lessons, looked at samples of pupils’ work and spoke to some pupils about their learning.  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 safeguarding that puts pupils’ interests first.  The inspector spoke with the CEO, chair of trustees, the trust’s primary director of education and the chair of governors.  The inspector spoke with staff about their workload and well-being. She also took account of the responses to Ofsted’s online survey for staff.  The inspector looked at a range of policies and documentation relating to pupils’ welfare and education. She observed pupils’ behaviour during lessons and around school.  The inspector took account of the responses to Ofsted Parent View, including the free-

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text comments.  The inspector spoke with groups of pupils about their experiences at school and considered the responses to Ofsted’s pupil survey.

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Inspection team

Julie Wright, lead inspector His Majesty's Inspector 1 and 2 April 2025

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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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