Stutton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of Stutton Primary School.

They are well cared for through the nurture and support they receive. Pupils feel safe and are happy. They embrace the school's Christian values to become a 'Stutton Star'.

These are at the heart of all pupils do. As one pupil said, 'We feel that we are part of a family.'

Pupils respond to leaders' high expectations that they should try their best.

However, they have gaps in their knowledge and do not always achieve as well as they should. There is more work to do to make sure that subjects are well planned and taught.

Pupils behave well.

They understand and follow the school r...outines. Pupils get on well together, regardless of age. Bullying rarely occurs.

Pupils know that staff will act quickly to deal with any unkindness.

Pupils benefit from many leadership opportunities. As school councillors, they willingly share their ideas to improve the school.

Pupils build their resilience and confidence through participation in adventurous activities while on residential trips. They understand what it means to be compassionate and kind to others.

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

Since joining the school, the headteacher has quickly identified how the curriculum needs to improve.

Curriculum plans are being adapted to meet the changes in class arrangements. However, in some subjects, such as history, plans contain too much information. They do not set out clearly the important things to be taught that will build upon pupils' prior knowledge.

Not all teachers are able to use these plans well to ensure pupils learn effectively over time. This leads to gaps in pupils' knowledge in some subjects.

While positive changes are being made, leaders have not fully evaluated the impact of their curriculum.

Some plans are in the early stages of being put in place. Not all subject leaders have had time to check how their plans are working. In some subjects, leaders do not know what pupils have remembered and learned over time.

During lessons, teachers assess pupils' understanding of what has been taught. Teachers ask questions to correct misconceptions and address errors. They use this information to make changes to future lessons.

Leaders understand the importance of learning to read. Reading is taught well. From the start of Reception, children learn initial sounds to help them read simple words.

Staff skilfully help pupils to sound out new words. Teachers are quick to spot those pupils who need extra help, and ensure that pupils receive support if they are struggling to remember their phonics. Older pupils work with the 'reading advocate' to get to know new and different books.

This helps to widen their range of reading choices. Teachers regularly read to pupils, helping to bring stories alive and inspire pupils to read more.

Pupils with special educational needs and/or disabilities (SEND) receive extra help when they need it.

Teachers make effective use of pupils' personal plans to adapt their teaching. This means that pupils with SEND can access the same learning as their classmates.

Leaders ensure that children get off to a good start in Reception.

Positive relationships with staff mean that children settle quickly and become confident learners. However, in some areas of learning the key knowledge children need to grasp is not clearly identified. Children are not always supported to access some of the prepared activities.

This means they are not developing the understanding needed to be well prepared for their next stages of education.

Pupils are keen to learn. There are generally attentive in class and have positive attitudes.

Pupils are considerate of each other's needs. Older pupils act as good role models, for example by being table monitors at lunchtimes.

Pupils enjoy opportunities to work with local organisations.

These help pupils to understand the importance of being part of a community. Clubs and activities promote pupils' interests, such as choir or learning to play the guitar. Pupils learn about different faiths and cultures from around the world.

However, the curriculum does not include similarly ambitious opportunities for pupils to learn about diversity and different cultures in modern Britain.

The trust has supported the school well through a period of growth. Through this time, they have ensured staff have received training to develop their roles.

Staff welcome the consideration shown for their well-being. There is a strong team ethic among all staff.

Safeguarding

The arrangements for safeguarding are effective.

Leaders place a high priority upon keeping pupils safe. Comprehensive and regular training is provided for all staff. Staff understand how to be alert to any concerns and pass these on in a timely manner.

Leaders' safeguarding records are well maintained and detailed. Leaders ensure that concerns are progressed appropriately, and vulnerable pupils receive the help that they need.

Pupils are taught to keep themselves safe.

They learn about healthy relationships. Pupils know about possible dangers when they are online. They are clear about reporting any concerns to adults to ensure that they do not come to any harm.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not coherently planned in all subjects. This includes leaders' plans for the early years. Leaders have not ensured that key knowledge is precisely identified so that it builds upon pupils' prior learning.

Pupils have gaps in their knowledge. Leaders must ensure that curriculum plans in every subject include all the essential knowledge that pupils require to be well prepared for their next stage of education. ? Some plans are in their early stages of implementation.

Leaders at different levels have not yet had time to fully evaluate the impact of the planned curriculum. This means that leaders are not sure how well pupils remember important knowledge over time. Leaders should ensure that they check and evaluate the effectiveness of the whole curriculum to assure themselves that pupils remember the things they need to know.

• Pupils do not have a full range of opportunities to fully develop their cultural knowledge and understanding of modern Britain. This means that pupils' preparation for life in modern Britain is not as strong as it could be. Leaders should ensure that they enact their plans to promote pupils' personal development more effectively.

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