Schools & FE · Report card

Newnham St Peter's Church of England Primary School

Inspected 15 Sept 2026 · published 9 Oct 2026 · URN 150091

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Dale Burr (lead), Sarah O'Donnell

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Dale Burr, Sarah O'Donnell
Postcode verified
GL14 1AT
Name on report verified
Newnham St Peter's Church of England Primary
Safeguarding verified
Met
URN verified
150091

Page 1 of 16

Deep dive

What this report says

In plain English

very positive

The academy is good overall, with strong attendance, inclusion and personal development, and safeguarding standards met.

Inspectors found that safeguarding standards are met and that pupils feel safe. Attendance is above national figures for all pupil groups, and inclusion for pupils with special educational needs is a strong area. Achievement is typically in line with or above national averages, with some areas where pupils do not develop subject knowledge securely.

Going well

Safeguarding standards are met and pupils feel safe
Attendance is above national figures for all pupil groups
Pupils with SEND are identified early and make impressive gains
Personal development and wellbeing programme prepares pupils well for life beyond school

To improve

Some pupils need to develop subject-specific knowledge more securely in a few subjects
Handwriting and punctuation need to be embedded more securely so pupils apply them consistently

Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+82Very positivemore positive than 70% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivestrongconsistentlyexemplaryeffectivelyexcellentfeel safe

Criticismconcernsconcernpersistent absencelow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1528w+83
Leadership227w+83
Safeguarding51w−11
What needs to improve48w+20

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance27
“Leaders are knowledgeable and have established an ambitious vision for the early years.” p.3
Curriculum12
“Staff use clear explanations, visual prompts and carefully planned adaptations to help pupils access the curriculum successfully.” p.2
SEND & inclusion10
“Pupils with special educational needs and/or disabilities, including those who attend the internal specialist provision, achieve well from their starting points.” p.3
Reading & phonics9
“Effective phonics teaching helps children secure early reading skills.” p.4
Teaching & assessment8
“Teachers have high expectations.” p.5
Behaviour6
“Older pupils are exemplary role models to younger children through their conduct and behaviour around the school.” p.2
Communication & language6
“Teachers emphasise key vocabulary and explicitly demonstrate the features of successful writing.” p.3
Parents & families6
“Leaders work closely with families and do not shy away from difficult conversations when concerns arise.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,854; about usual (typical 1698)
Reading level: Hard; Flesch 38, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

School

Address: Station Road, Newnham, Gloucestershire, GL14 1AT Unique reference number (URN): 150091

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Leaders and staff promote attendance relentlessly. They understand its importance for pupils’ academic and personal success. Leaders work closely with families and do not shy away from difficult conversations when concerns arise. Their actions have secured notable improvements for individual pupils whose attendance had previously caused concern. Pupils love coming to school and acquire a strong sense of belonging. As a result, they attend regularly. Overall attendance is above national figures for all pupil groups, including pupils with special educational needs and/or disabilities. Persistent absence remains consistently low.

p.2

Attendance and behaviour Strong standard

Older pupils are exemplary role models to younger children through their conduct and behaviour around the school. As librarians and sports ambassadors, they make a valuable contribution to the positive culture that leaders have established. In classrooms, pupils follow the ‘ready, respectful and safe’ expectations. They engage enthusiastically with their learning and show positive attitudes to their work. Staff prioritise building warm, respectful and trusting relationships with pupils. From the early years onwards, pupils consistently demonstrate behaviour that is conducive to learning. Pupils are confident that staff will listen to and act swiftly on any concerns. As a result, they have no worries about bullying or unkind behaviour.

p.2

Inclusion Strong standard

Leaders' firm commitment to inclusion shapes the school’s culture, provision and support for pupils with additional needs.

p.2

Inclusion Strong standard

Staff spot any special educational needs and/or disabilities (SEND) early, including in the pre-school. Leaders act quickly to put the right support in place. They draw on expertise within the trust and from external professionals, such as occupational therapists. This timely, focused response helps pupils overcome barriers to learning.

p.2

Inclusion Strong standard

Pupils with SEND learn alongside their peers. Staff use clear explanations, visual prompts and carefully planned adaptations to help pupils access the curriculum successfully. Leaders regularly review pupils' needs and adjust support accordingly. They use additional resources, including pupil premium funding, to remove obstacles for disadvantaged pupils. As a result, pupils make impressive gains both academically and in their wider development from their starting points.

p.2

Inclusion Strong standard

Leaders maintain rigorous oversight of the internal specialist provision, ‘The Nest’. They continually evaluate and refine the curriculum to ensure that pupils make measurable progress towards the targets in their education, health and care plans. Staff encourage pupils to take part alongside their peers in lessons and wider school events. This inclusive approach strengthens pupils’ sense of belonging and helps each one play a full part in school life.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities, including those who attend the internal specialist provision, achieve well from their starting points.

p.3

Achievement Expected standard

By the end of Year 6, pupils attain standards in reading, writing and mathematics that are in line with or above national averages. In 2025, all disadvantaged pupils met the expected standard in the mathematics test and almost half reached the higher standard. Pupils typically achieve outcomes in the Year 1 phonics screening check and the Year 4 multiplication check that are close to the national averages.

p.3

Achievement Expected standard

Across the core subjects, the school equips pupils well for secondary education. In the wider curriculum, pupils generally build appropriate knowledge and skills. For example, in physical education, pupils explain different rules and tactics for games. However, in a few subjects, some pupils do not develop subject-specific knowledge securely, such as how historians use evidence to find out about the past.

p.3

Curriculum and teaching Expected standard

Leaders have adopted a broad and balanced curriculum. It prioritises core skills in language and communication, reading, writing and mathematics from the earliest stages. Reading lies at the centre of the curriculum. Pupils understand why reading regularly is important and how it broadens their vocabulary and knowledge. The inviting library and a positive reading culture encourage pupils to read widely and often.

p.3

Curriculum and teaching Expected standard

Leaders have trained staff well so that they have the expertise to teach the curriculum effectively. Teachers draw on research-informed practice to help pupils build fluency in essential knowledge and skills. For example, they revisit prior learning in mathematics to strengthen pupils’ recall of facts and deepen their understanding. Teachers emphasise key vocabulary and explicitly demonstrate the features of successful writing.

p.3

Curriculum and teaching Expected standard

Staff adapt their teaching effectively to remove barriers to learning. Through the use of signs, practical resources and carefully adapted tasks, pupils with special educational needs and/or disabilities achieve success alongside their peers.

p.3

Curriculum and teaching Expected standard

Leaders act decisively when they identify areas for improvement. For example, they have refined the teaching of handwriting to support pupils’ writing fluency. However, leaders recognise the need to embed accurate handwriting and punctuation more securely so that pupils consistently apply these skills.

p.3

Early years Expected standard

Leaders are knowledgeable and have established an ambitious vision for the early years. Staff place a significant emphasis on children’s happiness, language development and nurturing relationships. As a result, children make a positive start to school and leave prepared for Year 1. Leaders place great importance on welcoming children and families into the school. A carefully planned transition programme, including stay-and-play sessions and community events, helps staff build strong relationships and a detailed understanding of individual needs before children start in the Reception Year.

p.3

Early years Expected standard

The curriculum sets out what children will learn from the pre-school onwards. Staff organise the environment thoughtfully and provide resources that promote independence, creativity and core skills. For example, children develop speaking skills in the role-play area and fine motor control when manipulating dough. Visits to local businesses and work with the fire service enrich children’s understanding of the world around them.

p.4

Early years Expected standard

Stories and rhymes feature prominently. When reading ‘We’re Going on a Bear Hunt’, children use pretend grass and water to experience the sounds and textures from the story. Adults use prompts and conversation skilfully to extend children’s thinking, vocabulary and turn-taking. Effective phonics teaching helps children secure early reading skills.

p.4

Leadership and governance Expected standard

Leaders maintain a sharp focus on pupils’ best interests, particularly those who face barriers to learning or wellbeing. They have a clear understanding of the school’s strengths and priorities and use this knowledge to drive continual improvement. For example, leaders have rightly identified the need to embed some pupils’ foundational knowledge, especially in early writing.

p.4

Leadership and governance Expected standard

Trustees and the local academy committee have a thorough knowledge of the school. They value its nurturing ethos and strong links with the church and local community. Together, they maintain an accurate understanding of the school’s priorities and provide an effective balance of support and challenge. Their oversight helps leaders refine their work and fulfils statutory responsibilities, including safeguarding.

p.4

Leadership and governance Expected standard

Leaders have established a culture of trust, collaboration and mutual respect. Staff benefit from high-quality professional development and welcome opportunities to build expertise and progress in their careers. They appreciate that leaders listen to their views and prioritise wellbeing. Staff who are new to the profession feel equally supported. Leaders also make effective use of the trust’s wider leadership network to evaluate and refine the school’s work.

p.4

Leadership and governance Expected standard

School leaders have successfully created a deep sense of belonging. They forge positive relationships with families and the local community. Parents and carers speak highly of the education and care their children receive. Many comment on the way the school continues to improve year on year.

p.4

Personal development and wellbeing Expected standard

Leaders provide a well-considered personal development and wellbeing programme that prepares pupils for life beyond school. They adapt learning thoughtfully to reflect the local context. For example, pupils learn how to stay safe near the River Severn and within the forest area. Older pupils discuss complex themes, such as consent, online safety and healthy relationships, with maturity. Younger pupils understand what it means to be a good friend. The school enrich pupils’ spiritual development through its ‘Ows, Wows and Nows’ approach, which promotes reflection, empathy and mindfulness. Visits to the Houses of Parliament support pupils in developing their understanding of democracy and the rule of law.

p.4

Personal development and wellbeing Expected standard

Effective pastoral support helps pupils to look after their bodies and minds. The school places considerable emphasis on young leadership. Pupils take on positions of responsibility, including as head pupils, school councillors and wellbeing ambassadors. They carry out these roles with enthusiasm. These experiences build confidence, communication skills and a commitment to serving others.

p.5

Personal development and wellbeing Expected standard

Pupils benefit from a broad enrichment programme. Clubs, such as darts, dance and gardening, help them discover new talents and interests. Memorable trips take pupils outside the local area and enrich their understanding of the wider world. A particular highlight for older pupils is the residential trip to France. Leaders track participation carefully. They work effectively with families to ensure that all pupils can access these opportunities.

p.5

Personal development and wellbeing Expected standard

The school sits at the heart of its community. Partnerships with the church, businesses and local groups enrich pupils' experiences. Community projects, such as hedge planting, help pupils develop pride in their local area and build a sense of belonging and citizenship. Through these opportunities, pupils become active and responsible members of their community.

p.5