Stanbridge Primary School

Highlights from Latest Inspection

Outcome

Stanbridge Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy and safe. They know the school motto, 'Be brave, not perfect,' well. They like to be recognised for living up to this motto and for demonstrating the other school values of 'ambition, creativity and community'.

Leaders have high expectations of pupils' behaviour and conduct. Pupils follow routines well. They understand how rules help to make the school a safe and positive learning environment.

Parents speak highly of the school. They appreciate the school's high expectations and the care their children receive.

Pupils speak with enthusiasm about their d...ifferent 'states of being' when they are learning.

They enjoy learning what it means to be an author, an engineer or a philosopher, for example. Pupils appreciate the trips they participate in that help them to learn about significant people and events in the local community.

Pupils enjoy the wider opportunities that the school provides.

For example, they take part in clubs, such as yoga, drawing and basketball. Pupils vote for 'ambassadors' to represent their classes. Pupils feel that they have a voice in the school.

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

Pupils learn a broad and ambitious curriculum. Leaders have a clear vision to prepare pupils for the future by providing a good quality of education. Leaders have sequenced the curriculum logically, starting in the early years and leading to what pupils need to know in year 6.

For each subject, they have carefully identified the knowledge and skills that pupils need to learn. For example, in mathematics, pupils learn important facts such as multiplication tables.

Teachers have expert subject knowledge.

They present information clearly and have a sharp focus on improving pupils' vocabulary. In the early years, teaching helps children to develop their spoken language, which prepares them well for year 1. Pupils follow well- established routines in how they speak and listen to each other.

Consequently, pupils of all ages discuss their learning well.

In most subjects, teachers use assessment successfully to correct pupils' misconceptions and remedy gaps in pupils' learning. This helps pupils to build their knowledge on secure understanding.

The early reading curriculum supports pupils to learn to read accurately and fluently. Pupils start learning to read as soon as they join the school. They read books that are closely matched to the sounds they know.

Pupils who need help with their reading receive quick and effective support. As a result, pupils become confident readers.

In the wider curriculum, pupils learn how to be subject experts themselves.

For instance, in history, they learn how to 'think like a historian'. They learn the order of different periods of history and how historians interpret important events. Most pupils remember the content they have been taught.

However, older pupils have not built detailed knowledge and skills cumulatively over time. This is because aspects of the curriculum are still in their infancy.

Leaders have begun to strengthen the support provided to pupils with special educational needs and/or disabilities (SEND).

However, they have not fully evaluated the difference this makes to pupils. Some pupils' needs are not identified accurately or early enough. Therefore, the curriculum is not adapted sufficiently for these pupils so that they can achieve well.

The personal, social and health education programme helps pupils to gain an age-appropriate understanding of healthy relationships. Pupils learn how to keep themselves mentally healthy and know how to stay safe online. Pupils learn about different faiths and religions.

They understand the importance of tolerance and respect for others.

Leaders provide effective professional development for staff. This has improved teachers' subject knowledge and how best to teach this.

Staff are proud to work at the school. They feel that leaders support them well and are mindful of their well-being. Governors share a common vision with leaders and hold them to account for the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are vigilant in ensuring the safety of children. Staff receive useful training that enables them to identify if pupils are at risk.

Leaders adapt the curriculum to help children learn about risks in an age-appropriate way. The recruitment process ensures that staff are suitable to work with children.

Leaders secure the support that children need.

This includes making timely referrals to safeguarding partners and working with other external agencies when required. Policies and practice to manage harmful sexual behaviours are appropriate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The needs of some pupils with SEND are not identified accurately or early enough.

As a result, pupils are not always well supported to follow the curriculum successfully. Leaders should ensure that pupils' needs are identified and met so that all pupils learn well.

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 second ungraded inspection since we judged the school to be good in November 2012.

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