St Peter's CofE Primary SchoolOfsted report card, 29 Sept 2026

St Peter's CofE Primary School

Address: Vicarage Road, Swinton, Manchester, M27 0WA Unique reference number (URN): 105948

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Pupils achieve well overall. They are typically ready to move on to their next steps. By the end of Year 6, most pupils, including those who are disadvantaged, achieve outcomes close to their peers nationally. In 2026, the proportion of Year 6 pupils attaining the expected standard in reading was lower than the national average. Leaders have been swift to prioritise this. They have made changes to the teaching of reading beyond phonics. This work is bearing fruit. Pupils read with increasing fluency and comprehension.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, typically progress well through the curriculum from their starting points. They gain an understanding of a range of subjects. Pupils talk confidently about the Great Fire of London, their learning about teeth and the digestive system. At times, learning activities pupils experience in their lessons hinder pupils from achieving all that they can in wider curriculum subjects.

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Attendance and behaviour Expected standard

Leaders prioritise pupils’ attending school regularly. They track and analyse absence information carefully. Leaders use this information to work in close partnership with parents, carers and external agencies to reduce barriers to pupils’ attendance. This includes support for pupils' emotional wellbeing. Leaders’ work on this is proving to be successful. The proportion of pupils who miss large chunks of their education is declining. However, there are still too many pupils who miss out on valuable learning by not attending school regularly.

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Attendance and behaviour Expected standard

Leaders have established a consistent approach to behaviour which is well understood and followed by staff and pupils. Routines are established and expectations are high. Staff consistently model and promote the school’s values. Pupils speak confidently about the school’s ‘keys to success’ and how these help to make the school a calm and purposeful environment. This starts from the early years where children are taught to be polite and caring towards each other. Pupils are respectful throughout the school day with both their peers and adults. They are helped to manage their emotions. Staff provide gentle reminders of the school rules where needed. On the rare occasion that behaviour falls short of leaders’ high expectations, leaders take prompt and effective action.

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Curriculum and teaching Expected standard

Leaders ensure that pupils benefit from an ambitious and broad curriculum experience. Subjects are taught in an order that supports pupils to build their learning over time across the curriculum. Leaders accurately identify and address aspects of the curriculum that need to be further developed. For example, they recently made changes to the writing and reading curriculums to further support pupils’ fluency and achievement in these subjects.

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Curriculum and teaching Expected standard

Leaders prioritise the teaching of the key skills pupils need to access their future learning. From the start, children are supported to develop their communication, language and understanding of number to support their early writing and mathematics work. Well-matched phonics teaching helps pupils to secure early reading skills. Pupils who struggle to secure these skills are provided with additional support.

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Curriculum and teaching Expected standard

Staff have the training that they need to equip them with the subject expertise that they need to teach the school’s curriculums. They provide effective adaptations and support for pupils’ individual needs. Typically, teachers model and design learning effectively. However, at times, the activities that pupils are provided with in lessons other than English and mathematics do not support them to develop their understanding as well as they could.

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Early years Expected standard

Children settle quickly into the calm, consistent routines of the early years provision. Leaders ensure that children get off to a positive start in their schooling. Staff establish warm, caring relationships with children. They have a secure understanding of their developmental needs. Staff know children and their parents and carers well. This helps staff to spot when children may have additional needs or challenges. Staff use this information to ensure that the right help and support is provided. They ensure that arrangements are in place to promote children’s safety and wellbeing.

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Early years Expected standard

Children benefit from a carefully considered curriculum. There is a clear focus on developing the skills and knowledge that children need for their future learning. Leaders have ensured that the curriculum outlines the progression in children's learning from one year group to another in the early years. Children learn to recognise sounds, rhymes and rhythms in the Nursery Year. This prepares them for word reading and increasing fluency in the Reception Year and beyond. Staff model language and encourage conversation, which allows children to practise using new words and sentences that they hear. Children also build their physical skills so that they make a secure start to learning to write. Most children are ready for Year 1 by the end of the Reception Year.

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Inclusion Expected standard

Leaders ensure that pupils are welcomed and included at this school. Everyone is valued and celebrated. Staff take care in identifying barriers that may prevent some pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities, from succeeding academically, socially and emotionally. This early identification of pupils' needs means that leaders act quickly to put support in place. By working closely with parents, carers and external agencies, leaders review the strategies and approaches used so that these can be further tailored to pupils’ needs during their time at the school. This enables pupils to experience success in their school life.

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Inclusion Expected standard

Leaders prioritise ensuring that pupils take a full and active part in every aspect of school life. Staff are provided with the support that they need to be well equipped to meet the range of pupils' needs. They are typically successful in overcoming barriers to learning for pupils. This includes effectively supporting pupils’ wellbeing. Leaders provide a range of ways to ensure that pupils are supported to talk about any worries or concerns that they may have. External funding, such as pupil premium, is used effectively to advance opportunities for disadvantaged pupils. This includes ensuring that pupils are supported to benefit from participation in opportunities beyond the academic.

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Leadership and governance Expected standard

Leaders have high expectations for pupils at the school. They are knowledgeable about the community that they serve. Decisions are made in the best interests of pupils. Leaders have an accurate understanding of the school’s strengths and areas for development. They ensure that appropriate improvement priorities are in place to further develop the offer provided for pupils. For example, recently, they made changes to the reading and writing curriculums to further strengthen these aspects of the school’s work.

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Leadership and governance Expected standard

Governors maintain a focus on the school’s strategic direction. They have the knowledge to be able to perform their statutory functions effectively. For example, in ensuring that pupils are kept safe. Governors demonstrate openness in how to continue to improve some aspects of the school’s work such as attendance. However, governors are less well- informed about some other aspects of the school’s current improvement priorities. For example, curriculum and teaching development and its impact on pupils, including those who are disadvantaged. This limits governors’ ability to challenge and support leaders effectively in these areas.

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Leadership and governance Expected standard

Staff are proud to work at the school. They are positive about the opportunities that they are given to develop their knowledge and skills through professional learning. Staff appreciate that their workload and wellbeing is prioritised by leaders. Parents and carers are equally positive about the work of the school. The vast majority of parents value the support, care and experiences provided for their children.

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Personal development and wellbeing Expected standard

Leaders prioritise opportunities for pupils to broaden their experiences beyond the academic curriculum. They have designed a programme that prepares pupils well for their future lives. As part of this, leaders have developed a curriculum for personal, social and health education. Pupils' personal development is further supported by a programme of assemblies and teaching in other subjects such as computing and religious education. Leaders and staff swiftly identify pupils who may benefit from additional support with their wellbeing. Staff ensure that this support is tailored and effective.

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Personal development and wellbeing Expected standard

From the early years to Year 6, children and pupils learn in age-appropriate ways about healthy relationships, diversity and personal safety, including when online. Older pupils learn about bike safety and changes that they will experience as they grow up. The school's values are threaded through the personal development programme. Pupils know these values well and can explain how they are relevant to their lives. Consequently, pupils develop and appreciate important characteristics, such as treating others with respect. Pupils learn about different faiths, beliefs and equalities. They learn what it means to live in a modern and diverse society. They develop an understanding of the importance of equality and tolerance. They know that democracy is linked to voting, such as for school leadership roles and that this is fair. The curriculum is enriched through trips, visitors, workshops, clubs and special events that

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Personal development and wellbeing Expected standard

pupils experience during their time at St Peter’s. Pupils take part in local community events including litter picking and singing for local residents. They are keen participants in the many sporting opportunities afforded to them. Leaders ensure that the wider offer is accessible for all by removing barriers to pupils’ participation. This includes those with special educational needs and/or disabilities and disadvantaged pupils.

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What it's like to be a pupil at this school

Pupils are proud to belong to the St Peters’ family. They enjoy attending this caring school. This is a learning community that promotes values, such as kindness and perseverance. Pupils typically live these out through their daily actions. They start the day with smiles as they are greeted by staff who know them very well. Older pupils enjoy helping younger children in school by acting as role models. Pupils feel safe. Bullying is rare. When this does occur, it is dealt with swiftly. This makes the school a happy and harmonious place.

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What it's like to be a pupil at this school

Pupils aim to ‘believe, aspire and achieve’. They respond well to leaders’ high expectations of them. Most pupils are keen to attend school regularly and many do. Children in the early years settle happily and quickly, thanks to clear routines and expectations. Pupils enjoy their lessons. They are particularly keen to be recognised as having a ‘wicked week’ or for being ‘maths magicians’ and ‘rigorous readers’ in celebration assemblies. Pupils with additional needs receive tailored support to overcome barriers to their learning and/or wellbeing. Across the school, pupils typically achieve well in a range of subjects.

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What it's like to be a pupil at this school

Pupils are well prepared for life in modern Britain. They are keen to take an active part in school life, for example as school councillors. Visits to places of worship, museums, zoos and safari parks bring pupils’ learning to life. Clubs, such as music, dance and art and crafts, help pupils to develop their interests and talents. They are especially proud of performing in choir and violin concerts and representing the school at a variety of sporting events. Pupils also enjoy residential trips and ‘staycations’. Taking part in new activities, such as canoeing and archery as part of these experiences helps pupils to build their self-esteem and confidence.

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Next steps

Leaders should ensure that learning activities provided for pupils in subjects beyond English and mathematics are consistently well matched to the key skills that pupils need to secure, so that pupils are supported to apply their learning confidently. Leaders should continue to take action to further reduce levels of absence for pupils, particularly those pupils who are persistently absent. Members of the governing body should deepen their understanding of the impact of the school’s improvement priorities so that they are well placed to further support and challenge leaders’ work on curriculum, teaching and achievement, including for disadvantaged pupils.

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Team inspectors:

Tim Vaughan, His Majesty's Inspector Joan Grant, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The chair of the board of governors in this school is Father Jeremy Sheehy.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place from 29 to 30 September 2026.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. She also spoke with representatives of the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up post from January 2026.

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About this inspection

This school is registered as having a Church of England religious character. The school is voluntary aided and is part of the Diocese of Manchester. The last section 48 inspection took place in June 2025.

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About this inspection

The school does not currently use alternative provision.

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About this inspection

Headteacher : Emma Richardson The inspector(s) used this data during the full inspection on 29 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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(provisional)

2024/25 (final) 69% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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(provisional)

2024/25 (final) 69% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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(provisional)

2024/25 (final) 73% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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(provisional)

2024/25 (final) 64% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 14.2% 13.0% Close to average

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national average

2023/24 (3 term) 13.7% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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