Staindrop CofE (Controlled) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of their school, which is at the heart of the community.

Staff and pupils alike are friendly and welcoming. 'Learning, laughter and friendship' are the values that help to promote respectful and caring relationships between staff and pupils. Strong, trusting relationships help pupils to feel safe.

The school has high expectations for all pupils to achieve. Many pupils meet and exceed these expectations. Pupils love learning.

They produce work of a high quality. They reflect on their work and work hard to make improvements.

Pupils' behaviour is exceptional.

Right from the start in early years, staff teach children how... to be responsible for their actions. As pupils progress through the school, they take increasing responsibility for their own behaviour. Pupils are polite and friendly.

They support the well-being of other pupils by taking roles of responsibility, such as head boy or head girl.

The school's development of pupils' character is exemplary. Extra-curricular activities are carefully considered to support pupils' learning and to develop pupils' talents and interests.'

The bucket list' ensures that all pupils experience a wide range of activities, such as competing in sports competitions, gorge walking and abseiling. These experiences help to build pupils' confidence and resilience.

What does the school do well and what does it need to do better?

The school has designed an aspirational curriculum.

The content goes beyond the scope of the national curriculum in many subjects, including computing and history. Important knowledge is clearly sequenced from early years to Year 6. The school has made meaningful connections across subjects to help pupils remember important knowledge over time.

For example, in geography, pupils apply their mathematical knowledge to describe positions on a map with a coordinate grid. In most subjects, pupils' knowledge is checked carefully. Activities are adapted to address misconceptions.

However, in a few foundation subjects, including computing, assessment is not used as well as it could be to check what pupils know. Occasionally, activities for some pupils are too hard as assessment does not check their readiness for more complex learning.

The school prioritises reading and develops pupils' love of reading.

In early years, children enjoy songs, rhymes and stories every day. This helps to prepare children for phonics teaching in Reception. The school's chosen scheme for teaching phonics is expertly taught by staff.

Pupils who fall behind or who struggle with reading are quickly identified and receive help to catch up. There is a thorough system for ensuring that pupils read often from books that are accurately matched to the letter sounds and words they know. This helps pupils to become fluent readers.

Older pupils enjoy reading from a wide range of quality texts that spark their interest. Teachers model reading clearly. They prompt discussions about the vocabulary and themes in favourite books.

Pupils achieve extremely well in reading.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Staff use this information to set clear targets and provide resources to support pupils with SEND.

The school is ambitious for pupils with SEND to achieve well.

The school has maintained a calm and safe environment where pupils are highly motivated to learn. Staff expect the highest standards of behaviour.

Pupils' behaviour in lessons and during breaktimes is exemplary. Staff listen attentively to any concerns that pupils may have. They provide effective support when needed.

The school takes purposeful action to keep pupils safe, although on occasions records do not fully reflect the actions taken. In lessons, pupils are keen to contribute what they have learned. Pupils' attendance and punctuality are excellent.

They value their time in school.

The school promotes pupils' personal development extremely well. Older pupils understand how to stay safe when online.

They learn about maintaining healthy relationships. Pupils enjoy being ambassadors for science, technology, engineering and mathematics (STEM). They run events involving the whole school.

Pupils enjoy being part of the 'worship committee'. They plan and lead assemblies where they discuss important values, such as 'generosity'. They learn about and celebrate the differences between people.

Pupils benefit from at least one educational or residential visit per year. Pupils are proud to have tried new experiences that they have never tried before, such as learning how to survive in the wild. All pupils, including those with SEND, are exceptionally well prepared for life in modern Britain.

Governors work closely with the school. They check the effectiveness of leaders' actions to further improve the school. Leaders consider the workload and well-being of staff in the decisions that they make.

Staff are grateful for the time and support that they receive to fulfil their responsibilities. They feel valued and they are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, the school does not check pupils' learning in foundation subjects well enough. Some pupils find tasks too difficult as assessment does not check their readiness for more complex tasks. The school should work with staff to better use assessment to identify gaps in pupils' knowledge so that learning can be adapted to meet all pupils' needs.