Staunton-on-Wye Endowed Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of the way they work together to look after each other and the environment.

A parent, echoing the views of many, said, 'Staunton staff take the time to help the children grow as individuals, and to also consider how they fit into, not just the community, but the planet.'

Leaders keep the curriculum under review. This makes sure that any changes needed are made.

All pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Pupils behave well. They know how to keep themselves safe.

Bullying is not tolerated. Pupils know they have the right to say no. They know they have a respons...ibility to speak out if something is wrong.

They trust adults to help them if needed but also have the words to resolve difficulties and differences for themselves.

Pupils contribute widely to school and community life. They buzz with enthusiasm as they describe the school band and the Staunton Star.

Pupils share the sense of duty they feel in order to make wise choices when spending money that they have raised. Older pupils also speak of their responsibility in being role models to younger pupils.

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

The governors' oversight and the togetherness of the whole staff team have made sure that recent changes in leadership and staffing have not disrupted learning.

There is a real sense of everyone keeping the pupils at the heart of every decision made and action taken.

Governors show deep knowledge of school life. They make sure that the decisions they take allow staff to have the resources, training and capacity to support pupils' learning.

Staff appreciate this. All who responded to the staff survey said leaders look after them and they are proud to work at the school.

Leaders know what is working well across the school and what needs to improve.

Their current focus on incorporating new staff into the way of life and learning in school is successful.

Staff follow what leaders have set out that pupils should learn across the curriculum. This is helping pupils to be successful in their learning.

In subjects where leaders have spent time thinking deeply about what pupils, right from the early years, should know, pupils achieve well. For other subjects, leaders are currently redefining the important key knowledge they intend to cover. This is a work in progress.

Leaders provide a range of training to all staff. This, alongside the careful choice of resources, is helping staff to have the knowledge and confidence to teach each subject. For subjects where this has been in place for a while, such as English, mathematics and computing, pupils build on their learning and succeed.

Leaders have rightly prioritised new staff getting to know their classes, the curriculum and the way subjects are taught. However, they have not yet made sure that there is consistent practice across all subjects across the school or that pupils' errors are addressed quickly enough.

Listening to pupils read is a pleasure.

Staff teach phonics well. Leaders' effort on getting all pupils, from their first day of school, to read fluently, as quickly as possible, bears fruit. Pupils enjoy reading.

They recall attending events such as the Hay Literary Festival with fondness. They like that they get to see and hear different authors and learn about different genres of texts and cultures. They also like the way teachers read to them, saying, 'We are excited for the end of the day.

Teachers leave us on a cliff-hanger. We cannot wait for the next chapter to find out what happens.'

Pupils get off to a great start to life in school.

Staff sow the seeds here for the behaviour and learning traits that thread through school life. Staff nurture and challenge in equal measure. As a result, pupils become independent and inquisitive learners.

The 'RAINBOW' powers the school promotes help pupils live, work and develop together. They understand fundamental British values. They relate these to the daily actions they take.

Leaders provide a large range of clubs for a small school. Pupils benefit from these. They particularly enjoy the sporting competitions they take part in.

All staff understand pupils' needs, including pupils with SEND, exceptionally well. They support them effectively in and out of class. Leaders' attention to detail in making sure that individual needs are successfully met is evident in every class in every lesson.

Seeing every pupil in Years 5 and 6 having a role to play and reading music as part of the school band is a special moment to stop and savour.

Safeguarding

The arrangements for safeguarding are effective.

Leaders promote a culture of safeguarding and safe recruitment.

Leaders provide a range of regular training to staff that ensures they identify and report concerns. The new leadership is refining record-keeping to further strengthen current practice. Leaders act on concerns raised and work closely with external agencies.

Leaders do not let being a small rural school hide the dangers that pupils may face as they grow up. Leaders make sure that pupils know how to be safe online, in their friendships as well as in the outdoor environment. Pupils know why age and screen time restrictions are important, as well as passwords.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is inconsistent practice, for example in how pupils' errors are identified and addressed, in a few subjects across the school. Pupils' progress is affected in some subjects as a result. Leaders should continue to ensure that they support teachers to deliver the planned curriculum consistently, including how they address errors, so that pupils make good progress in every subject.

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