Stamford St Gilberts Church of England Primary School

About Stamford St Gilberts Church of England Primary School Browse Features

Stamford St Gilberts Church of England Primary School


Name Stamford St Gilberts Church of England Primary School
Website http://www.stgilberts.co.uk/
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 29 September 2011
Address Foundry Road, Stamford, Lincolnshire, PE9 2PP
Phone Number 01780762400
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 308 (54% boys 46% girls)
Number of Pupils per Teacher 21
Academy Sponsor St Gilbert's Church Of England Primary School
Local Authority Lincolnshire
Percentage Free School Meals 5.2%
Percentage English is Not First Language 6.2%
Persisitent Absence 6.5%
Pupils with SEN Support 2.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is an above-average-sized primary school. The proportion of pupils known to be eligible for free school meals is well-below average. Almost all pupils are of White British heritage. Very few speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is below average, although the proportion with a statement of special educational needs is average. The school has received national recognition for its work in several areas and holds the Food for Life and Eco-schools Green Flag awards, and National Healthy School Status.

Main findings

This is a good and improving school. It has a number of outstanding features. It is welcoming and pupils make an excellent contribution to the life of the school. They take responsibility very readily, behave well and are respectful of their peers, adults and visitors. Pupils feel very safe and secure. Their enjoyment of school life is reflected in their high rates of attendance. A further strength is the excellent promotion of healthy lifestyles, evidenced in the school’s achievement of Healthy School status. Pupils participate in regular physical exercise and understand the importance of diet to health. They take full advantage of the additional activities, sports and clubs provided, many of which arise from the school’s excellent partnerships with outside providers. Because pupils of all ages get on well together, the learning atmosphere is purposeful and harmonious. This is recognised by parents and carers. All who replied to the inspection questionnaire indicated that they are happy with their children’s experience at the school. One, capturing the views of many, said, ‘My children are very happy at St. Gilbert’s. They are thriving intellectually, socially and in sports. Pupils’ achievement is good. Based on accurate early assessments, children begin to make good progress as soon as they join Reception. This good progress is maintained as pupils move through the school and standards at the end of Year 6 have been above average since the last inspection. The improvement in pupils’ writing skills reflects the effectiveness of successful action taken to tackle the weaknesses identified in the last inspection. In order to further accelerate progress, the topic-based curriculum is being developed to make more meaningful links between subjects. This is proving more stimulating and engaging pupils’ interest, particularly that of boys. Pupils’ good progress is due to much good teaching and the effective use of assessment information to check progress so that well-focused support can be provided where needed. This has a positive impact on standards and is particularly beneficial to pupils with special educational needs and/or disabilities, who make good progress as a result. However, teaching is not consistently good in all aspects. In some lessons progress slows because pupils spend too much time listening to lengthy introductions and the learning tasks are not suitably challenging for all ability levels. One notable aspect of the school’s highly effective care for individual pupils is the support provided for any whose circumstances may make them particularly vulnerable, to ensure that they keep up with their classmates. The outstanding headteacher has successfully developed a strong sense of teamwork and ambition amongst new and existing staff. School self-evaluation is effective in identifying the right priorities for improvement. Increased responsibility is being given to staff with coordinating roles for monitoring the quality of provision and pupils’ progress in their areas of responsibility, and all are responding to these responsibilities with enthusiasm. They are keen to develop their monitoring and evaluation skills so that good practice can be identified and shared more widely. The determination of the headteacher and staff to take the school forward, together with the expertise and commitment of a highly supportive governing body, the improvements seen since the last inspection and total confidence of parents and carers, gives the school good capacity for continued improvement.