Stoney Middleton CofE (C) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from highly personalised learning in a small school setting for most of the week. Then, on 'together days', they socialise and collaborate with a much wider range of staff and pupils from across The Woodland Federation of Peak District Schools.

The inclusive, nurturing culture at Stoney Middleton makes pupils feel safe and welcome. They describe their school as being caring and understanding. Pupils say, 'The staff get us, and they know what we need.'



Pupils treat each other with kindness and respect. Older pupils help the younger ones. Pupils like receiving 'SMILERS' awards.

They have a good understanding of the school's 'SMILERS' v...alues. For instance, they know that individuality is about being yourself and knowing it is fine to be different.

A high proportion of pupils have special educational needs and/or disabilities (SEND).

The school has high expectations of all pupils, including those with SEND. Staff give pupils with SEND the help they need to be successful.

Through careful timetabling, and by working closely with parents and carers, the school does all it can to support pupils who receive some of their education away from the school.

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

Staff teach phonics well. They explain to pupils why some words are not as easy to sound out. They model what fluent reading should sound like.

Pupils try to emulate them by reading as expressively as they can. Staff check closely on pupils' progress in phonics lessons. They address any gaps in pupils' phonics knowledge straight away.

Pupils in the early stages of learning to read take home books that contain the letter sounds they recognise. Pupils enjoy listening to staff read to them at the end of each day. Older pupils fondly recall the diverse range of stories they have read as a class.

In nearly all subjects, there is a clear order of learning. Pupils build their knowledge and skills in these subjects step by step. They can recall their learning in these subjects securely.

They are knowledgeable about what they are learning now and what they have learned previously. However, in a small number of foundation subjects, the curriculum sequence is not as exact. The school has not precisely identified what it wants pupils to know in these foundation subjects.

Consequently, pupils' understanding is not as deep. They remember the activities that they have completed, rather than the underpinning knowledge they need to use again.

In most subjects, the school checks closely how well the curriculum is being taught and learned.

However, these checks do not occur with the same frequency or depth in all subjects. In those subjects where checks have taken place less often, pupils' understanding is not as secure.

Staff have good subject knowledge.

They explain new learning clearly, providing examples for pupils to refer to. Staff identify misconceptions and provide helpful feedback so that pupils can complete tasks successfully. Staff use symbols to support learning.

These visual aids remind pupils of the meaning of words and concepts. Staff use quizzes to help pupils remember what they have learned in the past. There is a focus on building pupils' vocabulary in all lessons.

Staff adapt learning well so that pupils with SEND achieve as highly as possible. The support for pupils with SEND is tailored to their individual needs. It helps them to regulate their behaviour and learn the curriculum.

Pupils behave well. They are polite and enthusiastic. The school monitors attendance very closely.

Leaders intervene early if pupils have too much time off school or if they are frequently late. Pupils who receive some of their education away from the school attend well on the days they are supposed to.

Careful consideration has been given to pupils' spiritual, moral, social and cultural development.

Through a well-planned personal, social and health education (PSHE) programme, pupils learn how to be respectful, safe and well-rounded citizens. Pupils benefit from regular forest school sessions as part of the Woodland Federation's weekly 'together days'. A rich range of trips, visitors and special events enhance the curriculum and teach pupils about their community and the wider world.

Pupils have inclusive attitudes. One pupil summed this up clearly when they said, 'Being different means there is so much more to discover.'

Despite having many roles to fulfil in a small school, staff feel very well supported with their workload.

Both staff and parents are unanimous in their praise for the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, the school has not identified exactly what it wants pupils to know clearly enough.

Where this is the case, pupils do not develop a sufficient depth of understanding. They remember what they have done rather than the important knowledge they can use again. The school must refine its curriculum thinking in these subjects, ensuring that the important knowledge pupils must learn and remember is set out sequentially and taught effectively.

The school has not checked closely enough on how well some subjects are being taught and learned. Some pupils do not have a secure understanding of the curriculum in these subjects. The school must ensure that all subjects are taught and learned well.