Stonehouse Park Infant School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy, nurturing and inclusive school. Leaders have high aspirations for pupils, who follow a rich curriculum.

There is a buzz of excited, purposeful learning throughout the school. For example, children in the Nursery enthusiastically explore what happens when they pour water down a piece of guttering.

Most pupils understand school expectations and behave well.

Pupils are polite and respectful. They hold doors open and learn how to be a good friend. Pupils enjoy receiving rewards, such as 'kindness hearts and stars'.

Staff work closely with pupils and families to form supportive relationships. Pupils trust staff and feel safe at school. Th...ey confirm that bullying is not tolerated.

Pupils are confident that staff will sort out any problems.

Pupils learn about the world around them. For instance, they enjoy local walks, woodland activities and visits to places of interest.

Many pupils attend school well and on time. However, several pupils are regularly absent. Therefore, they are missing out on all that the school offers.

Most parents and carers are happy with the school. They typically comment that pupils are treated as individuals. Parents value the community atmosphere that staff foster.

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

The executive headteacher is ably supported by other leaders and staff. They share a strong ambition and dedication to improving the school. Leaders have worked at pace, and with considerable success, to remedy weaknesses in the school.

They have skilfully managed significant disruptions to teaching, due to unavoidable staff absence. This work is having a positive impact, but leaders know there is more work to do. For example, as some subject leaders are new to their roles, they have not fully evaluated the impact of the curriculum on pupils' learning.

Governors fully understand the school's priorities. Staff feel well-supported to manage their workload and well-being.

Leaders have improved the curriculum, so it is more ambitious.

Leaders have clearly identified the essential knowledge, skills and vocabulary they want pupils to learn. Early indications confirm that pupils are achieving well in most subjects. For example, in mathematics, pupils ably develop their fluency, reasoning and problem-solving.

Teachers explain concepts clearly. They ask questions to check pupils' understanding. Pupils revisit previous learning, which helps them to remember what they have learned.

For example, in geography, pupils recall the differences between climates in Cusco and London.

However, in some foundation subjects, the revised curriculum is in the early stages of being taught. Assessment of pupils' learning is also being developed further.

It is too soon to see the impact of this.

Leaders swiftly identify the particular needs of pupils with special educational needs and/or disabilities (SEND). They work closely with teachers to plan for pupils' needs, to adapt teaching and provide pastoral support.

This ensures that pupils with SEND learn the curriculum successfully.

Children learn to read as soon as they begin school. The school has put in place a high-quality phonics programme which is taught well.

Pupils who fall behind in reading get extra help. This supports them to develop the essential knowledge to catch up and become fluent readers. Pupils enjoy listening to stories that adults read to them.

This inspires them to read for pleasure.

Pupils are keen to learn. Most pupils have positive attitudes to their work.

Staff provide effective support for those pupils who find it tricky to manage their emotions appropriately. For example, pupils like to take 'Indie' the dog for walks. This helps them to become calm and better able to regulate their emotions.

As a result, low- level disruption is rare.

The school enhances pupils' personal development well. Staff plan exciting experiences to bring pupils' learning to life.

For instance, pupils enjoyed visiting the railway station to meet Paddington Bear. They were thrilled to receive postcards and learn about the different places Paddington had visited. Pupils learn to be responsible through litter picking and raising money for charity.

They join extra-curricular clubs, such as sports clubs, which help to develop their talents and interests.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff prioritise pupils' safety.

Leaders check that all staff are safe to work with children. They provide safeguarding training for all staff. Staff can consistently explain how to report and record concerns.

Leaders provide targeted support for pupils at risk. They make timely referrals to specialist agencies, when required. Leaders maintain detailed records and routinely check the impact of their support.

Pupils learn how to stay safe. For example, they learn about healthy relationships and how to stay safe online. Police officers visit the school to teach pupils about being safe outside of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not fully developed the curriculum or evaluated the impact of it on pupils' learning. Where this is the case, pupils do not build up their subject knowledge in sufficient detail. Leaders must assure themselves that sequences of learning and teachers' use of assessment are fully embedded, so that pupils develop the deep knowledge they need to prepare them for what comes next.

• Despite leaders' recent efforts to improve attendance, some pupils are regularly absent. This means that they are missing out on their education. Leaders must continue to work closely with families to highlight the importance of regular attendance, so that pupils can benefit from all that the school has to offer.

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