We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Stockcross C.E. School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Stockcross C.E. School.
To see all our data you need to click the blue button at the bottom of this page to view Stockcross C.E. School
on our interactive map.
Pupils are valued at this caring school. Staff are attentive to pupils' individual needs.
Pupils feel happy and safe because of the guidance and support they receive. Pupils are kind and polite to one another and staff.
Staff have high expectations for all pupils.
The pupils are clear about what is expected from them. These aspirations are reinforced as pupils set about their work. Pupils achieve well.
The school's ambition for pupils to develop their wider personal skills is also high.
Pupils behave well. They follow school rules and agree that ...staff are fair and approachable.
Staff monitor pupils' behaviour carefully. They are quick to reward and praise pupils. Pupils are attentive and keen to learn.
They know that there is always someone to talk to if they have any concerns. Staff deal with bullying promptly and effectively.
Pupils benefit from a well-planned curriculum which helps them gain more knowledge.
They regularly take part in a range of activities and sports events which encourage them to be active and healthy. For example, all pupils can join a Scout group, learning many craft and outdoor skills.
What does the school do well and what does it need to do better?
Leaders have clear and ambitious expectations for pupils.
In most subjects, leaders choose what they want pupils to learn carefully. This helps pupils to build on their learning as they move through the year groups. Pupils use what they have learned in one subject to help them understand other subjects in greater depth.
However, in a small number of subjects, pupils' learning is not as well organised, so pupils do not learn as much as they could.
Teachers' use of assessment is effective, including in the early years. They use information about pupils' achievement to make sure that the work that they set for pupils is challenging.
This helps pupils to achieve well across the curriculum. Leaders use what pupils know to identify how subjects may be taught more effectively.
Leaders prioritise the teaching of reading.
Children learn to read as soon as they start school, and they have a positive reading experience in the early years. In the Reception class, staff use a wide variety of approaches to help children remember the sounds that letters make. Staff, including in the early years, are well trained and have the expertise to ensure that pupils develop their phonics knowledge steadily.
The clear structure and sequence of learning enables children to quickly learn how to decode words. This means that they can tackle new and unfamiliar words confidently and accurately. Pupils read books which are well matched to their phonics knowledge.
They then build on their learning to develop into confident and fluent readers. Teachers develop individual strategies to support pupils who find reading hard. Those who struggle with reading are given additional opportunities and support to read.
This helps pupils to catch up.
Pupils move safely and sensibly around the school. They are kind and thoughtful to each other and to staff.
Staff have positive relationships with pupils.
Leaders take great care to ensure that pupils' wider development is effective. Pupils join in additional activities enthusiastically.
They visit museums and places of interest, such as centres of worship, to build their knowledge of the wider world. Teachers develop pupils' physical health by helping them to understand how to eat and live healthily. Staff encourage participation in sport.
Pupils develop a good awareness of what it means to be a global citizen. They show curiosity about world issues and a respect for cultural and religious differences. The school's provision supports their broader development well.
Staff know pupils very well and identify pupils with special educational needs and/or disabilities (SEND) quickly. Leaders take swift action to provide the right support for pupils with SEND. Pupils' needs are met well and they learn confidently alongside their classmates.
Support staff offer additional and effective catch-up sessions. Staff use individual learning plans and specialists, including for speech and language therapy, to support pupils with more complex needs. Pupils with SEND learn well.
Staff feel supported in managing their workload. They appreciate the willingness of the leadership team to seek, listen to and act on their views. Staff report that leaders care about their well-being and that they feel valued.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have developed effective systems to keep pupils safe. Leaders complete appropriate recruitment checks on the suitability of adults who work in the school.
Staff are well trained. They know how to recognise if a child may be at risk and understand what to do if they have concerns about a pupil's welfare. When necessary, leaders work with external partners to provide support for pupils and their families.
Leaders have made sure that pupils learn how to keep themselves safe. Pupils learn about positive relationships, keeping healthy and the importance of being safe online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, such as computing, leaders have not organised knowledge effectively enough and in sufficient depth.
This means that pupils do not learn as well as they could. Leaders need to make sure that the organisation of knowledge is consistently strong in all subjects.
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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.
Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.
This is the second section 8 inspection since we judged the school to be good in March 2012.
