St Peter's Catholic Primary School, Waterlooville

Inspection of a school judged good for overall effectiveness before September 2024: St Peter’s Catholic Primary School, Waterlooville Stakes Hill Road, Waterlooville, Hampshire PO7 7BP

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Outcome

St Peter’s Catholic Primary School, Waterlooville has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

The school’s mission of ‘walking hand in hand with God, loving Him, loving each other and loving ourselves’ is a thread that underpins all aspects of school life. Relationships between adults and pupils are special. Pupils know that adults care for them and are there to listen to any worries or concerns.

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What is it like to attend this school?

Pupils understand the school’s ‘learning circle’ values. They know these support both their learning and conduct. Pupils, including the youngest children, enjoy lessons, behave well and try their best. Pupils respond well to teachers’ instructions.

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What is it like to attend this school?

The school empowers pupils to take on a wide variety of roles of responsibility, for example peer mediators who are trained to help solve problems on the playground. Junior chaplains support by leading prayers or contributing to school masses. Pupils are proud to take on the different roles, which enable them to develop leadership skills.

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What is it like to attend this school?

The school has high ambition for pupils when they leave the school, and ensures that they are ready academically, socially and emotionally for secondary school. This ambition is realised. Pupils achieve well and are ready for their next stage of learning.

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

Children get off to an excellent start in the early years. Teachers provide activities that engage children’s curiosity and interest. They create opportunities for children to work both independently and in a group. Children show high levels of concentration and resilience. They do not give up. 23 and 24 April 2025

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The school has designed a well-sequenced curriculum that identifies the knowledge pupils need to learn. This starts in the early years and progresses to the end of Year 6. Teachers have strong subject knowledge. Teachers ensure that pupils frequently revisit and embed prior learning. Throughout lessons, teachers check that pupils understand the task and have no misconceptions. Teachers provide pupils with clear feedback to help embed learning, including in the early years. In English and mathematics, teachers skilfully adapt the learning to meet the needs of pupils with special educational needs and/or disabilities (SEND). However, this is not yet as strong in other areas of the curriculum. This means not all pupils learn across the full curriculum as well as they could.

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Staff have the skills and expertise to deliver the phonics programme effectively. Children in the early years use phonics confidently to read and write words. Teachers ensure pupils read books that match their phonics knowledge. Those pupils who need extra support have regular additional lessons. This helps them to catch up with their peers and become fluent, confident readers. Across the school, pupils enjoy reading a wide and diverse range of texts. They enjoy going to select books from the recently refurbished library.

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The school is highly ambitious for pupils with SEND and ensures they follow the same curriculum as their peers. There are effective systems in place to ensure pupils with SEND are identified early and accurately. The school closely monitors the needs and outcomes for this group.

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Pupils are polite to adults and each other. They are keen to contribute in lessons and concentrate well. Pupils have high rates of attendance. The school provides effective support for any families who may need it. As a result, barriers to attending school are removed.

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Pupils’ personal development is a strength of the school and is closely linked to its mission. Pupils know how to stay safe online and the importance of keeping healthy, both mentally and physically. They enjoy the variety of clubs they can attend to develop their skills and talents. Pupils learn about other faiths and cultures. They are taught to respect differences by comparing, for example, Yom Kippur to Lent or Sikh commandments to the Ten Commandments. Older pupils have a strong age-appropriate understanding of protected characteristics. One pupil reflected the views of many saying, ‘We may all look different on the outside, but we are the same on the inside.’

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The school and governors have a shared vision and ambition for the school. They work well together to ensure that school improvement initiatives make a positive difference and ensure that pupils’ best interests drive decision-making. Staff feel valued and enjoy working at the school. They appreciate the many opportunities to develop as professionals in a caring and nurturing environment that values their well-being and is sensitive to their workload.

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Safeguarding

The arrangements for safeguarding are effective. 23 and 24 April 2025

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Information for the school and appropriate authority

 In some foundation subjects, teachers do not adapt their teaching consistently to support pupils with SEND in fully accessing the whole curriculum. As a result, some pupils with SEND do not achieve as well as they could in some subjects. The school should continue to develop teachers’ knowledge and skills on how to adapt their provision of these subjects so pupils with barriers can learn successfully.

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.

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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. 23 and 24 April 2025

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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). 23 and 24 April 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Elizabeth Holford

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School details

Dates of previous inspection 19 and 20 November 2019, under section 5 of the Education Act 2005

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Information about this school

 The school has a religious character. It is part of the Catholic Diocese of Portsmouth. The most recent section 48 inspection took place June 2024.  The school runs a breakfast and after-school club.  The school does not currently use any alternative provision.

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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 their evaluation of the school.  The inspector focused inspection activity on groups of subjects. For each group of subjects, the inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils reading to a familiar adult. 23 and 24 April 2025

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 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 met with members of the governing body, including the chair of governors. She spoke with a representative of the local authority and the diocese.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector considered the responses to the online survey, Ofsted Parent View, including the free-text comments. She also took into consideration the responses to the online staff and pupil surveys.

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Inspection team

Becky Greenhalgh, lead inspector Ofsted Inspector 23 and 24 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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