Stamford Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, along with their parents and carers, are full of praise for this school. Pupils enjoy learning together. They welcome others into the learning community.

Pupils are proud of how diverse their school is. They celebrate each other's differences joyfully. A typical view, expressed by many, is that 'no-one here is the same, it is nice to be different'.

The school is determined for every pupil to succeed, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. These pupils benefit from the same ambitious curriculum as their peers. Pupils are encouraged to develop their resilience and independe...nce.

In the main, they do. Pupils, including those with SEND, typically achieve well.

Recently, the school has raised its expectations of pupils' conduct.

Pupils have risen to the challenge admirably. They co-operate during lessons and show consideration and respect as they move around the building. Pupils recognise that behaviour in the school has improved.

Many pupils spoke enthusiastically about the opportunities that they have to help others in school and in the local area. For instance, they raise money for local charities. Pupils elected to the eco-council help their classmates to learn how to take care of the environment.

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

This school has recently undergone a period of substantial transition. Since amalgamating in 2021, the governing body has kept a sharp focus on maintaining the two predecessor schools' high standards of attainment. Their keen oversight has ensured that this transition has been successful.

In the main, governors' and leaders' vision for the school is being realised.

The school has aligned its previous curriculums into a broad and ambitious whole. This sets out a coherent body of knowledge that spans from the beginning of the Nursery Year to Year 6.

Pupils are well prepared for their next steps in education.

In most subjects, the school has identified the important knowledge for pupils to remember. This knowledge is organised thoughtfully so that pupils build up their understanding gradually.

However, in a minority of subjects, staff lack clarity about what should be taught and when. At times, there is confusion between the previous and new curriculums. As a result, some pupils do not learn all that they should in these subjects.

In subjects where the curriculum is well developed, staff deliver it well. They explain new ideas clearly and ensure that pupils revisit previous learning often. This helps most pupils to remember what they been taught.

At times, however, teachers' strategies to check what pupils have learned are less effective. This makes it harder for staff to identify any misconceptions that pupils may have.

The school has strengthened its reading curriculum.

This is helping pupils, including those recently arrived from other countries, to develop into confident readers. In turn, this contributes to their achievement in other subjects. In the early years, children are immersed in rhymes and songs.

They develop a broad vocabulary alongside their phonics knowledge. By the end of key stage 1, most pupils read accurately. If pupils fall behind their peers, staff support them so that they catch up quickly.

Pupils of all ages enjoy reading. Staff encourage them to read from a wide variety of books.

The school expertly identifies any additional needs that pupils may have.

This includes pupils with SEND and a growing number of pupils who speak English as an additional language. Staff think carefully about how to meet these needs. They ensure that pupils receive the support that they need to learn well.

Pupils behave well. Staff in the early years ensure that children learn about good manners and turn-taking. Older pupils learn to recognise and regulate their own emotions.

This helps to create a positive learning environment. Most pupils attend school well. If pupils struggle to come to school, staff work with their families to understand any difficulties that they may face.

These pupils quickly get back on track with their learning.

Pupils experience a rich variety of opportunities that support their personal development. Playing sports helps them to learn how to look after their physical health.

Pupils express their creativity by learning to play a musical instrument. They take on positions of responsibility eagerly. For instance, digital leaders help other pupils to learn about online safety.

The school ensures that these experiences are available to all.

Staff are well supported. The school considers their views carefully and make changes that reduce their workload.

For instance, it ensures that staff have enough time to carry out their responsibilities effectively.

Governors are helping to continue to improve the school. However, at times, the information that they receive from the school about some subjects has given them an overgenerous view of pupils' achievement.

This has slowed the pace of improvement.

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 minority of subjects, the curriculum is in a state of transition.

The essential knowledge that pupils should learn is not identified clearly enough, nor is it organised logically over time. This makes it difficult for pupils to build a secure body of knowledge in these subjects. The school should ensure that there is clarity about what pupils should know and remember, and in what order this learning should be delivered in these subjects.

• In some subjects, assessment strategies do not give staff an accurate understanding of how well pupils have learned the curriculum. At times, pupils develop gaps in their learning without staff being aware. The school should ensure that assessment strategies in these subjects are well matched to the knowledge in the curriculum, so that teachers accurately identify and revisit missed or forgotten learning.

• On occasions, the information that governors receive about the school does not provide a clear enough view of the quality of education in some subjects. This makes it difficult for governors to check that their intent is being fully realised. The school should ensure that improvements to the curriculum are monitored and evaluated carefully to ensure that they have the intended positive impact on pupils' achievement.

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