Stainton CofE Primary School

Highlights from Latest Inspection

Outcome

Stainton CofE Primary School continues to be a good school.

What is it like to attend this school?

Pupils are kind, caring and well mannered. They take pride in living up to the high aspirations that the school has for their behaviour.

Children in the early years make a strong start to their education. They settle in quickly and follow school routines well. Pupils are happy.

The school has high expectations of pupils' achievement, including of those with special educational needs and/or disabilities (SEND). Most pupils achieve well. They appreciate the rewards that they receive in recognition of their successes.

The school provides pupils with many opportunities t...o develop their talents and interests. These activities include clubs in drama, gardening and 'glow in the dark' sports.

A variety of trips help pupils to gain a broad understanding of the subjects that they study.

For example, they visit sites of historical interest to learn about the past. Pupils explore a planetarium to develop their understanding of the universe.

Pupils enjoy residential visits, where they take part in outdoor and adventurous activities.

They are proud to take on leadership roles. These include school ambassadors for reading, science and healthy living. Pupils become resilient and confident young people.

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

The school has designed a rich, broad and ambitious curriculum. In most subjects, it has thought in detail about the links that exist between the concepts and knowledge that pupils should learn. As a result, most pupils develop a strong understanding of the subjects that they study.

In the early years, staff help children to develop a curiosity about their learning. Most pupils are well prepared for each stage of their education.

In a small number of subjects, the school has not identified the most important information that pupils should learn.

This means that teachers are not clear on the precise content that they should teach and when this should happen. As a result, some pupils do not develop the depth of knowledge in these subjects that they should.

In the main, staff use their strong subject knowledge to identify and address any gaps and misconceptions that pupils may have in their learning.

Pupils benefit from the tailored support that they receive. The activities that staff design help pupils to learn the curriculum well.

The school accurately identifies the additional needs of pupils with SEND.

These pupils receive the help that they need to access the curriculum alongside their peers.

The school has a precise understanding of pupils' reading needs. Children in the Nursery class successfully build their vocabulary through joining in with stories, rhymes and songs.

Staff deliver the phonics programme consistently well. This begins from the start of the Reception Year. Pupils with gaps in their phonics knowledge receive the timely help that they need to catch up quickly.

The books that pupils read from match the sounds that they already know. This helps them to become confident and fluent readers.

Pupils accurately recall themes from the books that they have read, which make a valuable contribution to their understanding of the world.

For example, they learn about the importance of friendships, teamwork and about how to overcome challenges. The school provides parents and carers with guidance that helps them to support their children's reading at home.

Pupils work extremely well together during lessons and are highly motivated in their learning.

Pupils respect each other's views and opinions. The school provides intelligent support for a small number of pupils who need help to improve their behaviour or their attendance. Most pupils attend well.

Pupils benefit from experiences that make a strong contribution to their personal development. They know how to stay safe online and how to look after their physical and mental health. Pupils respect other faiths and cultures.

They value the many differences that exist between people. Pupils know the signs of a healthy relationship. They learn about how their body changes as they grow.

Governors have a precise understanding of the school's performance. They carry out their statutory duties effectively and provide clear and strategic direction to the school. Staff value the consideration that the school has for their well-being.

For example, they welcome opportunities to work closely with each other when designing the curriculum. Staff are extremely proud to work at the school. Parents hold the school in high regard.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school is still defining important curriculum content. This means that teachers are not fully clear on the precise knowledge that pupils should learn.

This limits the depth of some pupils' knowledge. The school should identify all the information that pupils should learn in these subjects, so that they achieve as well as they should.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in February 2019.