Stanhope Barrington CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is warm and welcoming.

It is located in an area of outstanding natural beauty. It is a friendly, nurturing environment where pupils feel safe. They achieve well and feel valued.

Parents and carers typically praise the 'supportive and caring staff'. Relationships between pupils and staff are respectful and positive. There is a palpable sense of pride in being part of the close-knit school community.

The genuine care and aspiration for pupils shine through the ambitious curriculum and the school's 'KFC' values of Kindness, Fellowship and Confidence.

Pupils respond positively to the high expectations for their learning and behaviour. They hav...e positive attitudes and behave well.

They appreciate that staff are there to help them. They know that they can talk to staff about any problems or worries. Staff deal with the few incidents of poor behaviour effectively.

Pupils enjoy a variety of school clubs. These include dodgeball, boxing, baking, computing and taekwondo. Pupils are proud to hold various positions of responsibility, such as members of the school council, 'Barrington buddies', sports leaders and librarians.

Pupils take an active part in local community activities. Children in the Nursery and Reception classes enjoy their walks around Stanhope and visiting residents in the local care home.

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

The school has recently experienced significant damage from flooding and disruption during subsequent building works.

There have also been some changes to staffing. Leaders skilfully navigated these challenges in the best interests of pupils. Disruption to learning has been minimal.

Staff and leaders have worked with dogged determination and admirable flexibility to ensure the safety of pupils while continuing to improve the curriculum.

The school is taking the right actions to raise standards so that all pupils can achieve their best. The curriculum has been revised to reflect this ambition.

It is clearly sequenced. Leaders are passionate, dedicated and knowledgeable. Pupils build their knowledge and skills logically from the early years to Year 6.

For example, a new structured approach to the teaching of mathematics is having an increasingly positive impact on pupils' progress through the curriculum. Pupils who need extra help are quickly identified and supported well. Pupils, including those with special educational needs and/or disabilities (SEND), are becoming increasingly competent mathematicians.

Children in the early years benefit from a curriculum designed to give them the knowledge they need for future learning. They develop their early numeracy and literacy skills well.

The school fosters a love of reading.

Phonics is taught very well. Children begin phonics in the early years. Nursery children are immersed in the joy of reading.

The school is quick to spot pupils who need more help. These pupils receive prompt extra support. Books are prominent across the school.

Pupils read every day. They appreciate the opportunities to read in lunchtime reading club.

Pupils with SEND have their needs met well.

They take an equal part in school life. Appropriate adaptations to learning are made when necessary to help these pupils to access the curriculum as independently as possible. The school works closely with external professionals to get pupils and their families the advice and support they need.

Children in the early years receive personalised care and support. The variety and quality of activities and positive adult support help to promote children's learning and personal development well. Children enjoy practising their early literacy and numeracy skills.

They enthusiastically engage in the learning opportunities available to them.

Attendance is an ongoing high priority for the school. Leaders have put rigorous procedures in place to address pupils' absence.

The school promotes the importance of regular attendance to parents and pupils. It provides parents with information to explain the negative impact of absence on their children's education. However, too many pupils' attendance is not high enough.

These pupils miss essential learning.

Pupils' personal development is rooted in the school's 'character' curriculum. Pupils develop an age-appropriate understanding of relationships.

They learn about life in modern Britain and respect for diversity. They know about the importance of positive mental health. 'Happiness heroes' support the well-being of other pupils and promote mindfulness.

Pupils learn how to stay safe, including online and from local risks such as disused mines and the railway. They take part in residential trips and sporting competitions. They enjoy activities to teach them about historical traditions of their local area, such as quilting.

Although pupils learn about fundamental British values, they do not develop sufficient depth of understanding to equip them well for life beyond school.

The trust works effectively with the academy council to provide skilled support and challenge to the school. Staff are resilient.

They have proven to be excellent role models for pupils during the recent challenges faced by the school. Leaders are considerate of staff welfare and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not develop sufficient understanding of the importance of British values. This means that pupils may not be well prepared for life beyond school. The school should ensure that pupils develop a secure understanding of British values so that they are well prepared for life in modern Britain.

• Too many pupils are persistently absent from school. They miss essential learning, which has a negative impact on their education. The school should redouble its efforts to support pupils' and their families' understanding of the social and educational consequences of poor attendance.