Stoke Damerel Primary Academy

Inspection of Stoke Damerel Primary School Collingwood Road, Stoke, Plymouth, Devon PL1 5PA

p.1

Inspection dates: 21 and 22 September 2021

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 21 and 22 September 2021

p.1

What is it like to attend this school?

The school is at the heart of its community. Leaders have made strong links with parents and carers, and with local clubs and activities. Pupils engage in festivals and celebrations, such as VE Day and Plymouth’s 400-year anniversary, when COVID-19 (coronavirus) allows.

p.2

What is it like to attend this school?

Pupils enjoyed returning to school following the national restrictions. Leaders made sure that they were safe and well cared for during the pandemic. The constant communication eased the transition back into school and continues today. The well- being of pupils is foremost in leaders’ minds currently.

p.2

What is it like to attend this school?

The headteacher is ambitious for staff and pupils. Since her appointment in April 2019, many changes for the better have taken place. Everyone – staff and pupils – know that there is a clear vision for the future.

p.2

What is it like to attend this school?

Pupils, from Reception to Year 6, follow routines without undue fuss. The majority are polite and respectful. Staff help, with sensitivity, any pupils who struggle to conform. There is very little bullying and, on the rare occasions that it happens, staff deal with it well.

p.2

What is it like to attend this school?

The school sits in extensive, grassed grounds with some neighbouring woodlands. Staff maximise the use of these for pupils’ learning and exercise. This is a distinctive feature of the school.

p.2

better?

Pupils’ learning in reading, writing and mathematics is coming on well. This has been the focus for the past two years, with leaders giving clear curriculum guidance. Consequently, teaching is becoming stronger, and, in these subjects, pupils are learning and remembering more over time. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive teaching that matches their needs, and they are reaching their potential in English and mathematics.

p.2

better?

Other subject curriculums are work in progress. The focus on remote learning during the pandemic, together with health and safety priorities, halted the pace of change. Subjects such as history, science, physical education (PE) and computing have more secure plans and it is clearer to see that the right things are being taught at the right time. The headteacher has been strategic and has timetabled plans to move on the planning in other subjects quickly.

p.2

better?

Teachers check learning regularly, both informally and formally. Leaders make sure that teachers can manage their workload.

p.2

better?

Reading is a strength of the school, especially for older pupils. Although staff provided remote learning in phonics for Reception and Years 1 and 2 during the national lockdowns, pupils are behind in their development of writing and reading. 21 and 22 September 2021

p.2

3

Teaching of phonics is of a high quality and leaders have made sure that time for reading and writing is sufficient for pupils to catch up quickly. Pupils from Year 1 to Year 6 read books that match the sounds and vocabulary that they know and recognise. Children from Reception onwards listen to teachers read to them. Older pupils listen to novels and non-fiction works that provide wider knowledge that is of cultural and historical significance.

p.3

3

For many, writing does not reflect their abilities. This is because teachers’ expectations are not high enough. They accept poor handwriting which, too often, is inaccurate.

p.3

3

Pupils are articulate and confident to discuss and debate. This becomes more sophisticated as pupils move through the school. Staff communicate well with pupils and encourage them to recount their learning. As a result, they can explain recent learning well. Even though Reception children are new to school, they speak fluently for their age.

p.3

3

In Reception, children have opportunities to engage in learning that supports counting, writing and the development of their physical and social skills. However, because children are given too much free choice in selecting activities, some children do not choose important aspects of learning. This hinders their progress in certain areas of the curriculum.

p.3

3

Pupils know how to behave. Older pupils show consideration for younger pupils and manage their behaviour accordingly. Pupils are at the heart of the school’s ethos and have opportunities to take on positions of responsibility. They relish this aspect of school life. However, their motivation and pride in their learning are not always reflected in the work they produce. There is, though, no disruption to learning.

p.3

3

The deputy headteacher has planned personal, social, health and economic education carefully. It helps pupils to learn more about themselves and others. They understand the importance of accepting differences. Older pupils appreciate what they are learning about relationships and health.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The designated safeguarding leads work together to identify and care for vulnerable pupils. They work well with external agencies to maximise the protection required. In addition, they care for families as well as pupils when necessary.

p.3

Safeguarding

Staff receive training on the latest safeguarding updates and understand what to do if any pupils share concerns.

p.3

Safeguarding

There were some minor issues on staff recruitment checks, but these were remedied during the inspection. 21 and 22 September 2021

p.3

(Information for the school and appropriate authority)

 In some areas of the curriculum, subject leaders have not planned the content and sequencing of the curriculum with enough detail. Consequently, it is not clear what pupils should know and when. Leaders need to review the curriculum in these subjects to ensure that pupils learn more and remember more over time .  Teachers’ expectations of pupils’ writing and presentation are too low. This means that pupils do not always produce their best work. Leaders need to ensure that teachers raise their expectations of what pupils can achieve in writing.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 21 and 22 September 2021

p.4

School details

Date of previous inspection 13 and 14 September 2012

p.5

Information about this school

 Stoke Damerel Primary School became an academy in July 2017. It is a member of the Reach South Academy Trust.  The headteacher was appointed in April 2019.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders, and have taken that into account in their evaluation.

p.5

Information about this inspection

 Inspectors met with the headteacher, the deputy headteacher and other senior leaders. The lead inspector met with the trust’s director of education, the chair of governors and another governor. Inspectors had telephone calls with the school improvement partner and the trustee overseeing education.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science and history. For each deep dive, inspectors met with subject leaders, looked 21 and 22 September 2021

p.5

6

at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector looked at recruitment practices and checks. In addition, the lead inspector spoke with the designated safeguarding lead and two deputy designated safeguarding leads. Inspectors spoke with staff about their training in safeguarding and to pupils.  Inspectors spoke with the special educational needs coordinator, the head of early years and different groups of pupils to discuss personal development and behaviour management.

p.6

Inspection team

Kathy Maddocks, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Mark Lees Ofsted Inspector 21 and 22 September 2021

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7