St Stephen’s Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Pupils across the school are making good progress, especially those who have special educational needs and/or disabilities. The achievement of pupils in the school since the last inspection, and prior to the introduction of the new curriculum and assessment arrangements, was consistently strong. Attendance is improving, particularly for disadvantaged pupils.

The behaviour of pupils is good. They behave sensibly around the school site and have positive attitudes to learning. Staff have fostered strong, supportive relationships with parents and the local community.

Some of the most able pupils are not being pushed to achieve the progress of... which they are capable. Leaders do not have a sharp enough grasp of the impact of additional funding on the academic progress of disadvantaged pupils. Leaders have created a culture in which pupils feel valued and looked after.

This is a welcoming, inclusive school. Teaching is preparing pupils better for the greater demands of the new national curriculum. Provision in the early years is good.

Accurate assessment of children's needs and good-quality teaching enable children to make rapid progress. Additional funding is used effectively to provide strong pastoral support for disadvantaged pupils, such as improving attendance. It also enables those who need to catch up to make similar progress to their peers.

Not all staff are fully familiar with the system of assessment the school is using to monitor pupils' progress.

Information about this school

The school meets requirements on the publication of specified information on its website. St.

Stephen's Infant School is larger than the average-sized infant school. The headteacher has been in post for 10 years. The majority of pupils are from a White British background.

The proportion of pupils known to be eligible for the pupil premium is in line with the national average. The proportion of pupils who have special educational needs and/or disabilities and who receive support is above average. The proportion of pupils who have special educational needs and/or disabilities who have a statement of special educational needs or an education, health and care plan is below average.

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