St Peter's Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
346
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(3/10/17)
Full Report - All Reports
60%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Marshall Drive
Brotton
Saltburn-by-the-Sea
TS12 2UW
01287676210

School Description

The leadership team has maintained and built upon the good quality of education in the school since the last inspection. The areas requiring improvement at that time have been addressed effectively. There has been a year-on-year improvement in pupils’ attainment in reading, writing and mathematics. The quality of teaching continues to improve. Staff training, as well as opportunities for them to see outstanding practice in other schools, is contributing to the improvements made. St Peter’s is an inclusive, ambitious and friendly school. As a result, pupils enjoy their time here. Pupils’ attendance rates are high and exclusions are non-existent. The promotion of Christian values lies at the heart of everyone’s work, including the pupils. In school these are represented by the four values of truthfulness, friendship, courage and responsibility. They provide the bedrock on which the superb relationships across the school, pupils’ exemplary personal qualities, admirable behaviour and good achievements are built. You have nurtured a great sense of collegiality and mutual support and trust among your leaders, staff and governors. All work in unison to move the school forward successfully. You, other leaders and governors have an accurate understanding of what is working well and what needs to improve. This is because systems to check the quality of learning, pupils’ progress, attendance, behaviour and other aspects of the school’s work are honest and regular. Changes are made quickly to address any areas of concern, including any pupils at risk of underachieving. As a result, by the time pupils leave the school in Year 6, they make good and sometimes exceptional progress from their starting points into school. This is also the case for the significant proportion of pupils who have special educational needs and/or disabilities and attend one of your two additionally resourced bases. You know there is still some work to do to make sure that achievements by the end of the early years and by the end of Year 2 are as strong as those in key stage 2. You are also aware that on occasions, work set for the pupils is not always matched precisely enough to their current skills and levels of understanding. When this happens, the pace of learning slows a little, particularly in writing and for the most able pupils. These are improvement priorities this year, along with securing the consistent application of the school’s spelling policy. Pupils make common spelling errors that they repeat in later work. St Peter’s is proud to be at the hub of the community of Brotton. Pupils, including the many pupils who have special educational needs and/or disabilities, including those with complex social, emotional or behavioural needs, are welcomed and supported to enjoy their time in school. They achieve well. Parents are overwhelmingly positive about the care, education and extra activities provided. Safeguarding is effective. Safeguarding is of the highest priority. Staff are well trained and clear about their child protection and safeguarding responsibilities. Robust recruitment arrangements ensure that all staff employed are suitable to work with children. Referrals made to the local authority regarding pupils at risk of harm are timely and pursued rigorously. Designated leaders work with a range of external agencies to ensure that the right support can be secured to help pupils and their families in times of great need. Governors have a strong oversight of safeguarding and, like staff, are well trained and well informed. Safeguarding is a standing item on the agendas of all governing body meetings. This ensures that governors hold leaders to account appropriately for the actions they take to keep pupils safe. Pupils told inspectors that they felt very safe and that they could go to any member of staff with a worry or concern. They value the way they have opportunities to learn about and discuss important issues regarding their safety, in school or the wider community. They report that bullying ‘just doesn’t happen here’ because of the way they are taught to respect and care for one another and the values of respect and tolerance of others’ views and opinions. Inspection findings I came to school wanting to understand whether teaching had improved in order to ensure that more pupils were able to achieve highly, particularly in reading, writing and mathematics but also in the wider curriculum. Improvements in the way that reading is taught have resulted in a year-on-year rise in the proportion of pupils achieving the expected standard by the end of key stage 2.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
01642 837740/837730

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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