THE children, staff and wider Ilton community are all celebrating the school’s new Ofsted rating of ‘Good’ in all areas after two inspectors visited on September 24 and 25.

In the report, the inspectors described St Mary and St Peter’s as “an inclusive and welcoming school … with a happy, calm and purposeful learning environment.”

There was particular praise for the way in which older children look after the younger pupils and the report noted how the children thrive when given leadership roles.

It said: “Adults have high expectations of all pupils and the pupils live up to these.

“They demonstrate the school’s values of ‘courage, kindness and respect.’ As a result, there is a happy, calm and purposeful learning environment.

“Pupils are polite, kind and caring. They listen attentively to each other and adults (and) older pupils look after the younger children during social times.

Executive headteacher, Connel Boyle, said: “I am so pleased that our school’s rapid improvements over the past 3 years have been recognised by Ofsted.

“The report evidenced our high expectations for all children, the care we provide for our children and our drive to help them to “Be inspired to be the best they can be.”

Ofsted’s key findings included:

• Behaviour of pupils is a strength. They ‘go for gold’ daily.

They are proud when adults spot them following the school rules. Pupils know that adults care about them.

Pupils know that it is important to be ready, respectful and safe.

This means they can learn without interruption.

• Pupils know that reading is the key to success. As soon as children start in Reception Year, there is a strong focus on developing communication and language skills. This supports children’s speech and vocabulary.

• Children learn phonics from day one. Staff have the expertise they need to teach phonics effectively. Pupils who need extra support are identified at an early stage. Swift intervention helps them to catch up.

• The mathematics curriculum identifies precisely what the school wants pupils to learn and by when support from adults and adaptations to work, means that pupils with special educational needs and/or disabilities (SEND) progress well through the curriculum.

• The personal, social, health education curriculum supports pupils to learn how to keep mentally and physically well.

They know that one impacts the other.

Pupils develop an age-appropriate understanding of healthy relationships.

Older pupils talk confidently about personal space and the significance of permission.

Pupils of all ages learn how to keep themselves safe, including when using the internet.

The report added: “Pupils feel safe and listened to by adults and they enjoy the enrichment opportunities the school provides.

“The pupils talk with pride about their roles and responsibilities such as, head gardener and playtime leaders.

"This helps pupils to understand how to be responsible citizens.”

Terry Gibson, chair of governors, said: “We are so proud that our children’s exceptional behaviour in the school and care for one another shone through.

“Since our inspection, we have been receiving an increase in the number of enquiries from families to join our school.

“I want to assure our community we do have capacity to meet the increases in demand across our school.”