Stokenchurch Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in the nurturing and supportive ethos that permeates across all areas of school life. They enjoy the happy and respectful relationships they have with staff, who have high expectations for their behaviour and achievements. Overall, pupils, including disadvantaged pupils, achieve well.

In lessons, pupils try their best and take pride in their work. In the early years, younger children listen intently and eagerly explore the vibrant learning environment.

The school has a welcoming and inclusive culture.

Pupils feel safe and trust that staff will deal with any incidents of unkindness or bullying quickly. Pupils are respectful of people's differen...ces. They are fiercely opposed to discrimination of any kind.

Pupils advocate passionately for the rights of everyone. As one Year 5 pupil said, 'We all have our own beliefs and families. Just because we are different or have different religions does not mean that we are treated differently.'



Pupils relish taking part in an interesting range of opportunities and experiences that harness their talents and interests. These include computing, gardening, drama and multi-sports clubs. Pupils are proud of the school choir and enjoy performing at local and national events.

They are pleased about their recent performance with the Garsington Opera.

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

There has been a period of change as new pupils and staff have joined the school. Leaders and governors have worked resolutely to ensure that communication between the school and parents and carers is purposeful and positive.

Most parents appreciate the information that staff provide about their child's pastoral, behaviour and academic successes. Staff agree that the school actively listens to their feedback and is mindful of their workload and work-life balance.

Over time, there have been changes in the needs of the cohort of pupils attending the school.

Consequently, the school has introduced a new curriculum in most subjects and in the early years. This work has made a pivotal difference to pupils' enjoyment of school and to their current academic success. Staff identify the needs of any pupils with special educational needs and/or disabilities quickly.

Adaptations to the curriculum and effective support from adults ensure that these pupils achieve well from their individual starting points.

The curriculum in all subjects is interesting, vibrant and ambitious. The school has considered carefully and precisely the essential knowledge, skills and vocabulary that pupils should learn and the order in which this information should be taught.

Overall, staff are well trained. For instance, they use their strong subject knowledge to build pupils' mathematical understanding and vocabulary effectively. However, this is not the case in a few other subjects.

Sometimes, teachers do not make clear checks on pupils' learning, including in the early years. They do not identify and address swiftly any gaps and misconceptions pupils may have. As a result, some pupils do not achieve as well as they could.

The school takes every opportunity to promote pupils' love of reading. Books are visible and celebrated throughout school. Staff ensure that pupils are introduced to a range of text types at all stages.

Pupils enjoy discussing their opinions of the characters, plot and themes in the books they read. Younger children look forward to listening to the stories that staff share. Staff make sure that the books pupils read help them practise the sounds they are taught.

Nevertheless, there are some inconsistencies in the school's approach to the teaching of reading. This means that some of the younger pupils do not learn to read as quickly and fluently as they could.

Pupils like coming to school and are proud of their high rates of attendance.

Some pupils struggle more with managing their behaviour. Staff skilfully support these pupils using helpful strategies. Consequently, the atmosphere in classrooms and around school is peaceful and productive.

The school provides a range of opportunities for pupils' wider development. Pupils from the early years and throughout school experience working with different professionals to learn about the jobs they can pursue. Voting their peers onto the school council and as house captains helps pupils to learn about how life in modern Britain works.

Pupils are taught how to keep themselves safe, including online. They know how to keep themselves healthy, including through diet, exercise and looking after their mental health.

Governors know the school well.

They have an incisive oversight of the impact of agreed policies and actions. Governors provide the school with effective challenge and support to ensure that this school moves from strength to strength in all areas of its work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In phonics and a small number of foundation subjects, teachers do not identify and address gaps and misconceptions in pupils' knowledge and understanding. As a result, some pupils do not achieve as well as they could. The school should ensure that teachers are suitably equipped to check pupils' learning so that they can rectify misconceptions quickly and effectively.