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The school vision 'Only the best is good enough' runs through every aspect of Stranton Primary School.
High ambitions for all pupils, regardless of their individual starting points, mean that pupils thrive in this highly inclusive school. The exceptional quality of education pupils receive means they get the best possible start in life.
Expectations of all pupils are very high.
Pupils try their best in lessons and around school. Behaviour is exemplary. Pupils are proud of this.
When they need support, pupils say that 'warm conversations' with teachers help them. Pupils say they are happy and safe in school and that bullying does not happen. Inspectio...n evidence confirms this.
Relationships between pupils and staff are positive. Pupils show respect for each other. They enjoy taking on roles such as playground leader.
Individual responsibilities help to develop pupils' leadership skills and support others. These roles prepare them well for life in modern Britain.
Stranton Primary sits at the heart of the community.
The school is proud to serve this supportive, diverse and changing community. Staff are passionate in their approach to making sure every child gets the best and succeeds. They are unwavering in this commitment and do not give up.
When pupils face challenges in their lives, the school provides exceptional support.
What does the school do well and what does it need to do better?
The school has created a well-planned and sequenced curriculum that is highly ambitious. The school has identified the precise knowledge and skills pupils should learn and remember.
This helps pupils to build on what they already know. Through the use of the school's curriculum 'road maps', pupils understand this learning journey too. They say that they know what they need to do in each lesson.
Pupils talk about their learning and knowledge with confidence.
Staff are subject experts. They regularly reflect on curriculum plans and the way they teach.
Staff present new information well. This supports pupils to develop deep connections in their learning. This includes building on subjects or topics taught previously.
For example, in physical education (PE), pupils know how to perform skills and apply these effectively as a tactic in a game. In geography, pupils talk with confidence when comparing different types of climate zones. Pupils' work is of a high quality.
Pupils with special educational needs and/or disabilities (SEND) benefit from exceptional support. Staff access appropriate training to provide bespoke support for pupils' varying needs at the school. Pupils with SEND make rapid progress and make strong progress across the school, achieving well in many different subjects.
Reading is a priority for the school. Staff are experts in supporting all pupils to become fluent readers. Teachers use the well-embedded phonics programme to check what pupils already know.
Teachers adjust learning activities to support pupils who need additional support. Staff across school support pupils to practise and read sounds through highly effective modelling. Pupils enjoy reading and hearing their teachers read to them every day.
Children in the early years make strong progress from the very start. In part, this is due to the school's highly effective curriculum in the early years. Staff identify, and use effectively, appropriate resources to help children learn well.
This helps to ensure all children are ready for the demands of Year 1.
Many pupils join the school at different points across the year. New pupils quickly settle and make new friends.
Staff make highly effective adaptions to their plans to help pupils who may have gaps in their learning quickly catch up with their peers.
Pupils say that their 'teachers are kind' and that they enjoy coming to school. The school uses a range of strategies to support pupils to attend school regularly.
This work is having a very positive impact. All groups of pupils attend well.
The school's high-quality personal development programme is at the centre of the school's provision.
It extends beyond the expected and provides many purposeful opportunities for pupils, including pupils with SEND. Opportunities include taking part in sport competitions, visiting local galleries or being part of the school council. Through careful tracking and analysis of pupils' attendance and engagement, the school regularly reviews their work in this area.
The school extends and targets opportunities available for children. As a result, there is a high take up from pupils for these opportunities. The well-considered curriculum for personal, social, health and economic education prepares children for life in modern Britain.
Pupils know how to keep themselves safe. They have a detailed understanding of diversity, and they respect equality. The school's work to develop all pupils' character is exemplary.
Leaders, at all levels, are highly effective. Staff speak with overwhelming positivity about the school. Leaders have established a well-being group to monitor staff workload.
Staff value this support. Trustees and governors know the school well and carry out their roles effectively. They check the information they receive to monitor the impact of decisions on pupils' learning and well-being.
Parents speak highly about the work of the school. There is overwhelming support for the work the school does.
