St Stephen’s Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Good leadership and management, including that of the governing body, have secured the school's good improvement since its last inspection. Leaders are capable of improving the school even further.

Achievement is good. The progress of all groups of pupils is good at all stages of the school. Standards in English and mathematics have risen since the previous inspection and pupils are working at levels higher than those typical for their age.

Most teaching is either good or outstanding. Teachers make lessons very interesting and mostly set demanding tasks that interest pupils and move them on quickly. Behaviour is good and teachers manage ...it effectively.

Pupils are interested and keen to learn. They are safe in school. Leaders at all levels set high expectations for all staff and pupils.

They check thoroughly the progress towards meeting challenging targets and so teaching and pupils' achievement have improved. It is not yet an outstanding school because : Not enough teaching is outstanding and not all groups of pupils make excellent progress. Outstanding classroom practice by both teachers and teaching assistants is not sufficiently shared among staff.

Marking does not always clearly inform pupils about how they can improve their work. Teachers sometimes miss opportunities to set work that is demanding enough for pupils capable of doing harder work or for them to contribute to their own learning. Pupils do not have a clear enough idea of the different cultures that make up modern Britain.

Information about this school

The school is an average-sized primary school. Most pupils are of White British heritage and very few speak English as an additional language. The proportion of pupils receiving additional funding through the pupil premium (those known to be eligible for free school meals, children of forces families or in local authority care) is below average.

The proportion of disabled pupils and those who have special educational needs supported at school action is about average. The proportion supported at school action plus or through a statement of special educational needs is below average. The school meets the current government floor standards, which set the minimum expectations for pupils' attainment and progress.

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