William Stockton Community Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders and governors have demonstrated a clear capacity to improve the school. They have tackled the weakest teaching to address the decline in pupils' progress in mathematics at the end of key stage 2. Additional teaching staff have been employed, and staff from across the federation have been used to boost the progress of pupils in Year 5 and Year 6.

As a result, pupils make accelerated progress. The personal development of pupils is outstanding. This is due to the excellent relationships within the school.

The quality of support for pupils, especially the most vulnerable, is highly effective. Parents and pupils appreciate the support ...of the learning mentor, who helps to guide families through times of difficulty. Middle leaders have overhauled the curriculum to ensure that it engages pupils in their learning.

However, the work of some of the most able pupils shows that they do not have opportunities to further develop their subject-specific skills in science and history. Although pupils make good progress in mathematics, tasks are not consistently well designed to extend the thinking of the most able, and most able disadvantaged, pupils in key stage 1 and lower key stage 2. Teachers question pupils well and set high expectations.

As a result, pupils make good progress in reading, writing and mathematics across the school. The growing proportion of pupils who speak English as an additional language are supported well to make good progress from their starting points. Leaders make good use of the physical education and sports funding to engage pupils in a range of sports.

Pupils' behaviour is exemplary. They are polite and considerate of others' feelings. Children in the early years make good progress from starting points that are below, and sometimes well below, those typical for their age.

This is because of the effective teaching in the early years. Leaders have improved the proportion of children achieving a good level of development in the early years. This has been above the national average for the last three years.

However, the percentage of disadvantaged children achieving this standard has declined. Governors have a good grasp of the school's strengths and weaknesses. However, they do not question in enough depth the effectiveness of the different actions funded by the pupil premium.

Information about this school

The school is larger than the average-sized primary school. The proportion of pupils who have SEN and/or disabilities is in line with the national average. The percentage of pupils with a statement of special education needs or an education, health and care plan is below the national average.

The proportion of pupils eligible for free school meals is double the national average. The large majority of pupils are from a White British heritage. The proportion who speak English as an additional language is broadly average.

The school is federated with another local school, with an executive headteacher who oversees both schools. There has been a significant mobility of staff between the two federated schools. Additionally, seven new staff were appointed to the school at the start of the 2017/18 academic year, including three newly qualified teachers.