St Peter’s V C School , Rossett
INSPECTION UNDER SECTION 50 OF THE SCHOOLS
INSPECTION ACT, 1996
St Peter’s (Voluntary Controlled) Church in Wales School
Chapel Lane,
Rossett,
Wrexham .
LL12 0EE
Diocese of St Asaph
Chair of Governors: Mrs Niky Baker
Headteacher: Mrs Helen Pritchard
School Number: 665/3028
Full Report
11th October, 2011
Last Inspection October 2005
Denominational Inspector: Rev’d Pam Powell, M.A. B Ed (Hons)
National Society Section 50 Accredited Inspector
The Inspector wishes to thank everyone in the school for the warm welcome and courteousness shown throughout the Inspection.
This Report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and the source and date stated.
Copies of the Report are available from the school. Under the School Inspection Act 2003, the school must provide copies of the Report free of charge to certain categories of people. A charge, not exceeding the cost of reproduction, may be made to others requesting a copy of the Report.
CONTENTS:
Page
1. Characteristics of the School 1
2. Summary 1
3. Remarks on the Key Questions 2-8
4. Strengths 8
5. Focus for Development 9
Appendix 9
1.Characteristics of the School
St. Peter’s is a Church in Wales Voluntary Controlled Primary School, providing full-time education for both boys and girls, between 4 years (Reception) and 11 years (Year 6). It also provides a part-time Nursery for children in the September following their 3rd birthday. The majority of pupils live in or near the village of Rossett which is equidistant between Wrexham and Chester and close to the English border.
The present School was built in 1949. It consists of one long corridor with classrooms leading from it. There is a spacious Early Years block which consists of three classrooms, as well as a large wet area. This area is utilised by the Nursery and Reception class. The rear teaching area contains four teaching bays, one bay for each of the three KS 1 classes, with a single KS 2 class. Reception children may join KS1 class – depending on admission numbers. All classes extend to include a wet area. The front teaching area contains four Key Stage Two classes, located along the main corridor, with classes being fairly spacious. The school also possesses two smaller classrooms which are utilised as a Support classroom and an ICT Room. There is a spacious hall which serves as a gym and dining area.
The school is both well appointed and maintained, with maximum use made of available
space and resources. Display work is excellent and space well utilised. This includes newly developed outdoor spaces which are accessible from teaching areas..
There are nine full-time classes and a part-time nursery in the school. All children are organised into mixed ability, flexible groups, changed to suit tasks or needs of the children. Classes work mainly with their own teacher but, on occasion, some co-operative/team teaching takes place.
Teachers work closely together planning and discussing work to ensure continuity and progression for all children throughout the school. The National Curriculum is followed.
There are 232 pupils on roll with 21 (9.05%) receiving free school meals. 28 pupils have learning needs (12.07%) and this includes one pupil with a statement. One pupil is withdrawn from Collective Worship.
Staffing includes 12 teachers, one Support Teacher, 2 Teachers for PPA cover. These are supported by 9 Teaching Assistants.
2 .Summary
The summary judgements on three Key Questions, based on the Estyn four point scale (Excellent, Good, Adequate, Unsatisfactory) are as follows:
KQ1 / Does the school have a distinctive Christian character and is this reflected in the experience of learners? / GOODKQ2 / How well does the school’s Christian character impact on the well being of each pupil and the whole school community? / GOOD
KQ3 / How well is the school led and managed as a church school? / EXCELLENT
In addition, the answer to the question, “Does the school fulfil its statutory requirements for collective worship, religious education, admissions and information for parents? Is YES
3. Remarks on the Key Questions
3.1.1 How distinctive is the school’s Christian character?
The Christian tradition of primary education is evident and follows a tradition of many years. The Trust Deed is of the school is in place.
Staff have worked hard to ensure there are clear indicators to visitors that this is a Church school with displays, signs and symbols to support this in classrooms and communal areas.
The prospectus also makes the Church School status clear. This is available in paper format and as a downloadable document from the school web site.
The school’s Christian vision permeates through key documents, including correspondence to parents.
Buildings and grounds are generally well cared for and visitors comment on the spirit of welcome within the school.
Pupils are given opportunities to contribute to their learning environment and wider world through school council, eco committee and health council. All of this is done with reflection and appreciation for the world God has created.
Consideration is given to the environment in which collective worship takes place with an interesting visual focus. Work has been undertaken within the school grounds to provide a greater range of location for quiet reflection or prayer.
The school has made steady progress in the breadth and quality of its self evaluation. The school incorporates its church school status naturally into all aspects and has enjoyed very close links with the church. The parish is supportive, for example, a donation from the parish bought hymn books and CDs for collective worship.
Diocesan links are endorsed and church links are itemised on minutes of Governors meetings. St Peter’s ’s is used for services to celebrate Harvest, Christmas, Easter and a Leavers Service, as well as by arrangement with class teachers.
Close links with the same parish priest over many years ensured the that the school had the sense of belonging to the parish.
The school has good links with local community groups such as RECAP (environmental group) Crusaders (Christian youth group) playgroup and secondary school. These links benefit both school and community and children’s education is enhanced as a result of school and community relationships..
School regularly supports a variety of charities for example Marie Curie cancer fund, Nightingale House hospice, Poppy appeal, Red Nose Day. It also participates in charity appeals in response to disaster eg Haiti earthquake when the children prepared their own appeal using powerpoint and held a successful cake sale.
Each classroom has a designated focus area which is resourced and the central area as well as outdoor areas are used as a quiet areas. Prayer is a part of the school day for all pupils.
80% of parental questionnaires agreed or strongly agreed that the school has a distinctive Christian character no response showing a strong disagreement.
Rating for this element: GOOD
3.1.2 What is the impact of Collective Worship on the whole school community?
Statutory requirements are met and pupils respond well to collective worship, showing interest and enthusiasm. Pupils have opportunities to participate in worship. They enjoy demonstrating tasks, for example, using extended forks to show when we are unable to feed ourselves we can feed one another.
School documents place great emphasis on collective worship and the status as a church school. Records of collective worship are kept. This was a previous focus for development. Collective worship is carefully timetabled and planned and follows the pattern of the liturgical year.
Teaching staff regularly attend worship. All teachers are involved with the delivery of collective worship over the course of a term.
Whilst there is a planned programme of themes for worship in place, room is made to be flexible to meet pupil needs in times of difficulty and crisis.
A range of music is used during collective worship, quiet music to set the mood on entering the hall, modern and traditional hymns (using both piano and CD accompaniment)
The school makes good use of Welsh during collective worship in prayers, hymns and instructions.
Where appropriate other curriculum areas are used to enhance collective worship.
Time is set aside within collective worship to share and celebrate individual talent and achievement.
The Incumbent had developed a structure for services which reflects the Anglican tradition whilst at the same time showing a breadth of different approaches.. Close liaison with the parish priest (recently retired) ensure links with school and parish worship. This is supported by the Bishop’s visitor.
Older pupils are familiar with key Christian greetings, the Grace and the Lord’s prayer and Welsh is used whenever possible eg pupils are more familiar with Y Gras than the Grace.
Older pupils are aware of the wider church community. Year 6 pupils, for example attended the Diocesan Service at St Asaph cathedral celebrating the 200th anniversary of the National Society..
75% of parental questionnaires agreed or strongly agreed that Collective Worship was a valuable experience with no response showing a strong disagreement.
Rating for this element: GOOD
3.1.3 How does the school’s curriculum support its Christian character?
Children are given many opportunities to contribute to their learning environment and wider world through school council, eco committee and health council. All of this is done with reflection and appreciation for the world. The school is shortly to be assessed for its third eco green flag.
Global citizenship is an integral part of the PSHE curriculum. A successful global citizenship week in the summer was linked with sports day.
Currently the school is developing links with a school in Raciborz Poland (Wrexham’s twin town) and emails have been exchanged about Christmas traditions and beliefs.
School regularly supports annual charity events eg Marie Curie cancer daffodils, Poppy appeal, Red Nose day. Harvest festival has supported Water aid (2008) and local charity Save the Family (2009 and 10) Children have organised responses to international appeals eg Haiti earthquake cake sale raised £400. Children have contributed to charity fundraising concerts eg Glyndwr charity cd/concert raise money for the local hospice, Christmas concert to rasie money for Eisteddfod last Dec, this December children will participate in concert in church for Tenovus charity.
There are a wide range of extra curricular activities linked, where possible with local sports clubs.
All Key Stages were observed in RE lessons and teaching styles were appropriate to the KS. Teaching staff are well supported by Assistants who help with groups, visual aids and display work.
Rating for this element: GOOD
3.2 How well does the school’s Christian character impact on the well being of each pupil and the whole school community?
The ethos of the school is Christian and the presence of ordained and lay church members has influenced this over time.
The promotion of Christian values is central and children are taught these values by the demonstration of positive relationships throughout the school.
Pupils are given the opportunity to explore values and beliefs, including religious beliefs, and the way in which they impact on peoples’ lives. Respect for others and human difference is taught through practice. Pupils are encouraged to make connections through experiences in Worship, RE, the wider curriculum and experiences outside school.
Rating for this element: GOOD
3.2.1 How effective is the school in shaping spiritual and moral development?
Collective worship offers children a quality time of reflection as part of their spiritual, moral, social and cultural development.
Worship specifically provides opportunities for pupils and staff to worship God.
The collective worship environment has been generally enhanced with candles, plants etc displayed in a focus area in the hall. There is always a display reflecting the church school status in the hall. The purchase of a screen, projector and laptop have added an extra dimension to worship focus, whether it be a projected picture to reflect upon during prayer or a prepared power point directs the worship.
Pupils generally react positively to collective worship and they listen and respond well.
There are clear guidelines on acceptable and unacceptable behaviour. Behaviour outcomes are discussed and Christian teaching, for example on Forgiveness is used where appropriate. There is a strong ethos of love and care within the school.
PHSE, global issues, regular visitors to the school all help to shape the spiritual and moral development.
School takes care to deal appropriately with sensitive and confidential issues.
The mixture of well established staff and newer teachers means school is in a strong position to know its pupils and their families very well. This enables staff to treat pupils as individuals, celebrating diversity and success appropriately, whilst being mindful of peoples’ difficulties.
Positive relationships are in place throughout the school. Parents are equal partners and school has taken a variety of steps to ensure they are fully informed of their child’s needs and progress eg curriculum information booklet and evening, shared target setting procedures etc. There is an open door policy for parents.
· 94% of parental questionnaires agreed or strongly agreed that the school offers good support for spiritual, moral, social and cultural development of pupils with no response showing a strong disagreement.
Rating for this element: GOOD
3.2.2 How well does the school develop pupils’ personal qualities and achievements?
In relation to their age, ability and social context , most pupils attitudes and behaviour demonstrates a willingness to learn, achieve and develop positive social interaction. Pupils feel secure in their membership of the school.
The needs of individual pupils are considered in planning. Positive relationships are modelled and encouraged in the school. A support structure is in place to deal with pastoral needs. Christian principles for example reconciliation and forgiveness are put into practice.
Opportunities for creativity are integrated within the curriculum. Spirituality is valued throughout the curriculum and the Spirituality Policy has been developed since the previous inspection.
School has developed quiet spaces inside and out eg round house and new areas outside Foundation classrooms. Pupils clearly enjoy their school and care for it. Work is being undertaken to provide a range of learning environments both indoor and out of doors. This is extended by a variety of school trips and visits.