A PRIMARY school that was ordered to improve by Ofsted two years ago has done so.

Leigh St Peter’s CE Primary School has been given an overall rating of good by the education watchdog following a new inspection.

The Leigh Street school was also rated good in the individual areas of leadership and management, quality of teaching, learning and assessment, personal development, behaviour and welfare, outcomes for pupils and early years provision.

The school was given an overall rating of requires improvement following its previous inspection in 2015.

Head teacher Wendy Cathie said: “We have moved such a long way in the past four years, including extending our provision to cater for two-year-olds and having all children educated on one site.

“We now have a more dynamic leadership team and the school is a place where children feel valued.

“Children at Leigh St Peter’s are making good progress, even with the daily challenges some of them face.

"We are all very pleased with the outcome of our Ofsted inspection and this is credit to all involved.

"This is where the next stage in our journey begins, and we are excited about that."

Published on Tuesday, the new inspection report says: “Pupils are enthusiastic about their learning because of successful work by teachers to improve attitudes.

“Checks to measure the effectiveness of teaching and learning are rigorous. Consequently the outcomes for pupils at the school continue to improve.

“The large numbers of vulnerable pupils with complex needs are catered for exceptionally well at Leigh St Peter’s CE Primary School.

“Leaders have driven forward rapid improvements in teaching.

“As a result most pupils make good progress and achieve well in relation to their low starting points.

“Pupils come into school with smiles on their faces. This is because they see it as a calm, safe haven where they feel valued as individuals.”

There are still some areas in which the school needs to improve, according to inspectors.

The report says: “Systems in place for recording pupils’ learning are not clearly understood by all staff. This means this information is not always used fully to inform planning.

“Pupils’ self-editing skills are not yet good enough to improve their work.”