Stillington Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Stillington Primary School is a small, welcoming school that has a strong sense of community.

The school focuses on creativity, diversity, sustainability and community. They are an important part of the school's curriculum. Pupils like being part of a small school where all pupils are supportive of one another.

Adults have positive relationships with the pupils. They have a good understanding of pupils' needs.

Pupils listen carefully to adults in lessons.

They remain focused on their learning. Pupils do not have to worry about bullying. They know about different types of bullying and say that it is rare.

Pupils know that if they have any con...cerns, no matter how small, they can talk to a trusted adult.

The school is ambitious for what pupils can achieve. Leaders provide a broad range of training for teachers and leaders.

Staff benefit from working closely with colleagues from other schools in the federation. Pupils are well prepared for the next stage of their education.

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

The school has established an ambitious curriculum for pupils in key stages 1 and 2.

Leaders have clearly identified the important knowledge they want pupils to know and remember in each subject. There is still work to do in the early years. The school has not completed its work to identify what children must know in all areas of the Nursery curriculum.

This means that, sometimes, activities do not meet the needs of all children in the class.

The school carries out regular checks to find out what pupils have remembered in each area of the curriculum. They use this information to identify gaps in pupils' learning.

Teachers use this well in most subjects. As a result, pupils can talk confidently about what they have learned. However, this is not as strong in reading comprehension.

The school does not use assessment information well enough to address gaps in pupils' knowledge in this subject.

The school establishes strong relationships with parents as soon as children start school. Adults help children to develop language from an early age.

Children develop their vocabulary through role play. Overall, children achieve well by the end of Reception. They are well prepared for life in Year 1.

The school ensures that learning to read is a priority. Staff have had training to help them teach reading well. Children start to learn to read as soon as they enter the Reception Year.

Teachers check that pupils are keeping up. Pupils receive extra support if they start to fall behind. The school makes sure that children and pupils practise their reading using books that closely match the sounds they know.

In mathematics, pupils build logically on what they learn each year. Teachers ask questions that encourage pupils to think carefully and explain their reasoning. Pupils have frequent opportunities to develop their problem-solving skills and apply their knowledge and skills.

They remember important mathematical knowledge well.

There are accurate systems to identify pupils who have additional needs. Teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.

The special educational needs coordinator provides staff with further advice where needed. Pupils with SEND have detailed plans that outline the support they should receive. Pupils with SEND receive well-planned and effective support.

The school promotes equal opportunities well and encourages pupils to raise their aspirations. Pupils are well prepared for life in modern Britain. Pupils learned about democracy and questioned a local MP during their parliament week.

There are a range of opportunities for pupils to take part in after-school clubs. Pupils feel safe in school.The school places a strong emphasis on the well-being of staff and pupils.

Staff are proud to work at the school. They feel there is a supportive team ethos. Governors have a clear understanding of the school's priorities.

They provide appropriate challenge and support to help improve the school. Governors are committed to ensuring that the quality of education continues to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not use assessment information well enough to inform what they teach pupils in reading comprehension. As a result, they do not address gaps in pupils' learning. The school should ensure that teachers use assessment information to help pupils address gaps in their learning.

• The school has not identified the important knowledge pupils need in some areas of the Nursery curriculum. Although the school has plans in place to complete this work, some activities do not meet the needs of all children in the class. The school should act quickly to ensure that teachers provide activities that closely match the needs of the different age groups within the class.