Peckover Primary School

Inspection of Peckover Primary School Leverington Road, Wisbech, Cambridgeshire PE13 1P

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good

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The principal of this school is Kate Kendal. This school is part of Brooke Weston 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), Andrew Campbell, and overseen by a board of trustees, chaired by Richard Morrison. 29 and 30 April 2025

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What is it like to attend this school?

Pupils thrive in this happy, welcoming school. The school’s PROUD values are at the heart of daily life. Pupils feel safe and happy. High-quality pastoral support helps pupils and families, with the school going above and beyond to remove barriers to attendance or engagement. Parents and carers cannot praise the school enough. One parent, whose views were typical of many, commented, ‘Peckover is a school full of ambition, aspiration, creativity and expression.’

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What is it like to attend this school?

The school has high aspirations for what all pupils can achieve and how they should behave. Pupils rise to meet these expectations. They are polite and courteous. The school ensures that pupils participate fully in the academic curriculum and a wealth of enrichment activities. Pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language thrive. The school structures key experiences carefully to build each pupils’ confidence and resilience.

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What is it like to attend this school?

From Nursery onwards, pupils are eager learners. They develop strong language skills and express themselves clearly, preparing them well for their next steps. Opportunities to participate in residential trips, visit the theatre in London, and spend time at the seaside add value to pupils’ childhood. Roles and responsibilities help develop pupils’ contribution to the school’s success. The school recognises that pupils would like more of these opportunities.

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

With trust support, the school has designed a broad and balanced curriculum. The curriculum outlines the knowledge and skills pupils will learn and when. The school effectively links its curriculum to its local area. In design and technology, pupils study local agriculture. Geography lessons explore migration. This helps pupils develop their understanding of their community and where they live.

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

Teachers have detailed subject knowledge. They use assessment strategies to check what pupils know and remember. They adapt lessons to meet the needs of pupils. This approach is not yet reflected in national outcomes. The school is aware of this and has adapted its practice to support pupils to know and remember more. New approaches to writing target key improvement areas, helping pupils make progress through the writing curriculum. However, as this work is at an early stage, some pupils do not have strong enough knowledge of grammar, spelling and punctuation and handwriting. This hinders their writing.

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

Reading is taught well. Pupils become fluent and confident readers. Teachers’ strong phonics knowledge enables pupils to learn sounds and letters quickly. Staff check pupils’ progress routinely to ensure they keep up with new learning. They swiftly identify those who are struggling. Targeted help is provided promptly to assist those who need to catch up. The school has improved its selection of books, ensuring pupils read a wider range of high-quality texts. 29 and 30 April 2025

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Staff are committed to helping every pupil reach their full potential, including pupils with SEND, those who speak English as an additional language and those who are disadvantaged. The school is tenacious in identifying and supporting the increasingly complex needs of its pupils. Additional support is carefully structured to help all pupils succeed. All pupils access the full curriculum, with appropriate adaptations. The school works well with external agencies to provide the specialist support required by those with the most complex needs. Provision within Doves provides highly personalised support for these pupils.

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The curriculum begins in Nursery, where children access many high-quality, well-planned learning opportunities. Children in the early years show excellent perseverance, independence and cooperation. Interesting and varied learning opportunities support children to concentrate well. There is a strong emphasis on developing pupils’ communication and language skills. Staff expertly support children to be successful through skilful questions and individual interactions. Children are highly engaged in tasks, showing determination and a positive attitude to school.

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Pupils’ behaviour is very positive. Teachers set consistent routines from day one. Pupils learn about good habits to support their physical and mental health. This includes learning how to manage their emotions and stay safe online. Pupils’ personal development is a priority and is supported by a programme that goes beyond the academic. Staff understand the importance of preparing pupils for life in modern Britain. A broad range of exciting trips and visitors bring the curriculum to life. Ambitious events, such as a trip to Lincoln University and an inspiring careers week, build pupils’ aspirations, giving them valuable insight into their future opportunities.

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The trust maintains systematic oversight of the school. Delegated roles and lines of accountability are clear. Leaders at all levels know the school well. Staff feel well led, supported and valued. Staff are proud to work at Peckover Primary School and are dedicated to improving the lives of their pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The improvements to the writing curriculum are relatively new and pupils need time to learn and master the knowledge they are taught. As a result, pupils do not consistently apply their developing knowledge of grammar, spelling and punctuation and handwriting in their independent writing well enough. The school should ensure that the new approach to teaching writing is applied consistently well so that pupils produce writing of a consistently high quality. 29 and 30 April 2025

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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). 29 and 30 April 2025

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School details

Dates of previous inspection 5 and 6 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Brooke Weston Trust.  The school does not currently use any alternative provision.  The school has created Doves to provide specialised support for pupils with high levels of SEND.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 29 and 30 April 2025

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the principal, other senior leaders, subject leaders, and the special educational needs and/or disabilities coordinator. They also spoke to other trust leaders, including the chair of the trust board, the CEO, the director of education, the director of primary education, and others with governance roles.  Inspectors conducted meetings with staff regarding safeguarding, special educational needs provision, behaviour, attendance and pupils’ personal development.  Inspectors observed pupils’ behaviour in lessons and around school and talked to them informally about behaviour, bullying and welfare.

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, design and technology, and geography. For each deep dive, inspectors discussed the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning, and looked at samples of pupils’ work.  Inspectors heard pupils from key stages 1 and 2 read to a member of staff.  To evaluate the effectiveness of safeguarding, inspectors 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.  To gather the views of pupils, inspectors spoke to groups of pupils, including in lessons and during breaktimes.  Inspectors spoke with parents and carers and considered their responses to Ofsted Parent View, including the free-text comments.

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 To gather the views of staff, inspectors spoke to several staff and took account of their responses to the Ofsted staff survey.

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Inspection team

Simon Eardley, lead inspector Ofsted Inspector

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Inspection team

James Chester Ofsted Inspector 29 and 30 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 looked-after children, safeguarding and child protection.

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