Prospectus
Our mission is to provide a rigorous and broad education within the context of a Christian environment. An understanding of the Roman Catholic faith, in line with the Gospel message, underpins the whole work of the school. Our main aim is to develop the self-esteem, dignity and respect of all members of the community by concentrating on each person’s infinite worth in the eyes of God.
Our school’s Christian ethos underpins all its work and provides all
members of the school community with a safe environment which is paramount
in creating a successful learning environment.
All students receive lessons in religious education and our Catholic identity and spiritual life are reflected in all areas of our school.
We join together in prayer three times a day and students participate in a service of reconciliation during both Advent and Lent. Each tutor group has a form Mass every year and students are also given opportunities to take part in days of reflection and retreat held outside school. The whole school community celebrates Masses in the Autumn term and on the feast of Sts Peter and Paul.
St Peter’s is an outstanding school with an excellent culture and ethos. OfSTED Report, 2009
This is an exemplary Catholic school which has a thorough understanding of its mission and a clear agenda for continued improvement.
Clifton Diocese Inspection Report, 2006
Our charity work demonstrates our willingness to help others outside the school community, whether locally, nationally or internationally. Students and staff participate in a wide range of charitable events and fund raising activities. Our support of CAFOD in its efforts to relieve poverty in the developing world also educates our students. The long involvement of sixth form students and staff with the HCPT (The Pilgrimage Trust) provides a unique opportunity to help children with a variety of special needs to visit Lourdes at Easter. It has proved to be an enriching experience for the children and volunteers alike.
Students practically demonstrate their social and personal skills by mentoring younger students and raising large amounts of money for charity.
OfSTED, 2008
The chapel is a place of peace and reflection which may be used by all members of the school community. The chaplain responds to particular needs within our school, as well as leading our faith journey and liaising with parish priests and others.
An outstanding school
The headteacher and senior team lead a dynamic, vibrant and ambitious school with a strong sense of community. Our purpose is to guide each student's spiritual, moral, social and cultural development. They are led and supported by a knowledgeable and enthusiastic governing body.
Our students are mature, friendly and polite and demonstrate excellent behaviour and attitudes to learning.
Teachers are experts in their subjects and have high expectations of all students. They are supported by a team of librarians, teaching assistants, administrators, technicians and laboratory assistants, all of whom are working towards ensuring that teaching and learning are at the heart of the school.
Governors know the school very well and enjoy excellent working relationships with senior leaders.
Clifton Diocese Inspection Report, 2009Personal development is outstanding across the school. Students have positive attitudes and their behaviour in lessons is excellent.
Students have well developed skills of debate and are lively and articulate but are also willing to listen and empathise with the views of others.
OfSTED, 2009
Senior leaders see the development of students' spiritual, moral, social and cultural development as their core purpose and this is a real strength of the school's work.
OfSTED, 2009
St Peter's became a faith academy in August 2011. We work closely with a family of Catholic primary schools in Stroud and Gloucester, with other secondary schools and with the wider community.
A specialist maths and computing school since September 2003, St Peter's has raised standards in mathematics, ICT and computing for all students across the ability range and has developed innovative practice in these subjects within the school and by working with other primary and secondary schools and within the wider community.
As a training school, St Peter's is committed to providing high quality professional initial teacher training, in collaboration with the GITEP scheme in the county and with the University of Gloucestershire. Involvement in training keeps all teachers focused on improving the quality of teaching and learning for our students.
Curriculum
The teaching of key subject knowledge is rigorous and often inspiring. Students' learning skills are well developed. GCSE examination results are consistently above average. Students from all backgrounds and of all abilities do well.
We offer a broad and balanced curriculum based on the national curriculum. Subject leaders are responsible for departmental organisation, for the management and monitoring of units of learning and for overall standards of teaching. As far as possible, teaching staff work to ensure that the lesson content and teaching and learning styles match each student's needs and abilities.
We know that high quality teaching is vital to ensure student progress. Careful lesson planning, varied teaching methods, motivating guidance and sensitive but honest assessment will enable all students to achieve their academic potential.
The curriculum meets students' needs. In particular, it provides strong support for the development of the key skills of literacy, numeracy and information communication technology
OfSTED Report, 2009
At key stage three all students follow a core curriculum including art, drama, English, French or Spanish, geography, history, ICT, maths, music, PE, religious education, science and technology.
In year 7 students are mostly taught in mixed ability groups (with setting in maths and English) but there is more setting in years 8 and 9. This allows students to be taught in groups where they can best succeed. For example, a student may be with more able groups in one subject but not in others.
At key stage four students are prepared for GCSE examinations. They continue to follow a core curriculum of RE, English, science, ICT and maths but are also able to make some option choices. They will choose one option subject from each of four blocks and have a wide range of options, including vocational qualifications.
The English Baccalaureate is a new performance measure introduced by the government in 2010. It recognises the success of pupils who attain GCSEs at grades A* - C across a core of academic subjects – English, maths, history or geography, the sciences and a language. It is designed to encourage more students to receive this broad education in core academic subjects.
At key stage five students will choose from a wide range of A-level and vocational courses. Our 'pathways' scheme allows students with a particular aptitude in a subject or with high GCSE grades to work in groups of similarly talented students. Our range of options is second to none.
St Peter's students are guaranteed a place at one of the four colleges in the sixth form.
St Peter's identifies and provides for students with special educational needs, learning difficulties and those with other physical, emotional, behavioural and social learning needs across all abilities and ages so that each student is able to develop and achieve.
Subject teachers identify pupils with learning difficulties or special educational needs by using departmental criteria and/ or data from, for example, primary schools. They will use a range of strategies to address the student's needs but may also involve the school's Partnership and Learning Team to support students in lessons or to provide specific resources.
In a few cases students may be withdrawn from some classes for a period of time so that these difficulties can be specifically addressed. For example, a student may need additional, specialised help with literacy before they can cope with the reading and writing demanded in the mainstream classroom. All pupils identified as experiencing learning difficulties will be monitored by the Special Educational Needs Co-ordinator and the Partnership and Learning team so that no student who needs extra help in specific areas will be denied it. Statemented students have a teaching assistant who is their designated key worker and who coordinates the support provided.
All members of the community will be made welcome at St Peter's. The school will do all within its power to provide the best education for each student offered a place here.
Students with learning difficulties and disabilities receive excellent support both in class and in the support base. They make outstanding progress in the school as a result.
OfSTED, 2006
The school is committed to supporting students for whom English is not a first language and has a small team of staff who work with and support these students either in the classroom or by giving additional help.
The arrangements to support students who are at an early stage of learning English are exceptional and highly valued by them.
OfSTED, 2006
We are responsible for identifying students who are clearly very able or have a particular talent. They are challenged in lessons with demanding material and concepts or by working on the same material in a different way. We want to motivate our more able students rather than allowing them to 'coast.'
We offer a wide range of activities on Thursday evenings as part of our Extended School. These are available to students and to adults. These activities range from archaeology to photography, from Chinese to textiles.
Students who are gifted and talented and those with a particular interest are also given opportunities to develop their skills in a wide range of extra curricular activities including art, creative writing, drama, mathematics, music, sport, or languages.
Staff complement classroom teaching with other experiences, including trips to art galleries, museums and theatres; sporting activities including skiing and rugby; trips abroad to cities such as Paris and Madrid and to outward bound centres at home and abroad. There is also a thriving engineering scheme with local companies.
Experts are often invited into school to work with students. Events have included creative writing workshops with visiting authors such as Paul Farley, Andrew Fusek Peters and Alan Gibbons; science talks from visiting experts; students collaborating with visual artists and participating in drama workshops.
We believe that children learn best in an atmosphere where excellence is celebrated and shared.
Working together
We work with parents and guardians to achieve the same goal: the success of every student. We welcome the involvement of parents and guardians in school life and want to know about anything which can help us to help your children.
Every student has a personal tutor who gives special care, guidance and support to the students in his or her tutor group. One period a fortnight focuses on Citizenship. Tutorials are held twice a year and are an opportunity for students to discuss academic progress and any concerns and to set specific targets.
Any concerns which parents or guardians have should be raised with the tutor or the head of year.
Students who are experiencing severe emotional difficulties or personal problems and who need additional assistance can seek confidential and sensitive support from the chaplain and the Student Support Services and may wish to receive counselling.
Parents' evenings are held once every academic year and are an important opportunity to discuss the progress of every student. Parents and guardians are also asked to look regularly at the work of the students and to sign their homework book every half term.
Every student has a separate homework book in every subject and will complete twelve homework tasks during the academic year.
Also, at three specific points in the year, assessment letters will be sent home which show the grades that have been awarded for classwork and homework in every subject.
Towards the end of every year students will receive an annual written report reflecting their work and progress in every subject throughout the year and also setting targets for further development and improvement.
Facilities
We enjoy excellent specialist facilities including a sports pavilion and astroturf; a drama theatre and drama studio; music and ICT rooms which are both well equipped with computers and specialist software; two libraries (the main school library and the sixth form library), both staffed by chartered librarians.
We are committed to a constant programme of refurbishment to ensure the school meets the needs of its students both now and in the future.
Thinking ahead
At key stage four, students are guided by subject teachers and tutors to make sensible option choices to complement the core, compulsory subjects.
We expect all students to continue into St Peter's Sixth Form. Education is now compulsory until students are 17 years old.
The sixth form provides a wide range of academic and vocational courses within a college system which allows each student to develop personal talents and aspire to fulfilling courses and employment in the future. Full, independent advice and guidance are provided for all year 11 students, so that those who have needs and wishes beyond what we can offer at St Peter's can be guided properly and sensitively.
There is a prospective sixth-form evening each winter where students can see the options available. We try to be flexible and to meet the needs first and foremost of our own students when planning our courses.
Most sixth formers leave to continue their education elsewhere. They receive individual guidance about applications for colleges and university.
Gaining a place
We currently guarantee places to all Catholic pupils in Gloucester, Stroud and the Forest of Dean who want a Catholic secondary education. We welcome applicants from other faiths, but demand for places is great. Therefore the governors have a set of criteria for non-Catholic applicants: there is a link below.