St Stephen's Primary School

Inspection of a good school: St Stephen’s Primary School Church Lane, Fradley, Lichfield, Staffordshire WS13 8NL

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Inspection dates: 15 and 16 November 2022

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Outcome

St Stephen’s Primary School continues to be a good school.

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What is it like to attend this school?

Pupils feel happy and safe at St Stephen’s Primary. They like their teachers and think learning is great. Pupils are polite and friendly and make visitors welcome.

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What is it like to attend this school?

Leaders want all their pupils to do well, and they do. Leaders and staff have high expectations, which pupils share. Behaviour in lessons and around school is very good. Pupils want to learn. They listen well in lessons and take part enthusiastically in all learning. Pupils say that bullying or fall-outs sometimes happen. They know the difference. They have secure strategies to deal with any issues. Pupils feel confident to speak to a member of staff if they are worried, knowing that adults will deal with any bullying or friendship issues.

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What is it like to attend this school?

Some parents feel leaders do not deal with bullying well. The behaviour and bullying policy is lengthy and is not as helpful to parents as leaders wish. However, leaders take bullying seriously and take appropriate and effective action to deal with it when needed.

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What is it like to attend this school?

Leaders work well with the local community. For example, pupils collect food at harvest for local food banks. Pupils enjoy taking part in a range of sporting tournaments.

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

Leaders are ambitious for all their pupils. The school motto is ‘Be the best that you can be’, and pupils try very hard to do this. Staff regularly tell pupils how proud they are of them and their work. They explain to pupils how their learning will help them in later life and careers. Pupils enjoy overcoming challenges. They can make links between their learning in different subjects, for example using mathematics in science. Leaders have evaluated how well their curriculum supports pupils’ progress. They are using this information to make further improvements to the curriculum in a small number of subjects. 15 and 16 November 2022

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Leaders have focused on ensuring that all pupils read well and for pleasure. Pupils have daily opportunities to read and listen to stories. The attractive displays promote and celebrate the joy of reading. Children start to learn to read as soon as they enter the Reception class. Children join in rhymes, songs and actions with enthusiasm. These routines, and the consistent approaches to teaching early reading, help pupils to learn to read well. Well-trained staff give effective support to any pupils who are finding reading more difficult. This helps these pupils to catch up in reading.

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Children are confident in early number work. The mathematics curriculum starts in the early years. Leaders ensure that the teaching strategies used across the school begin in Reception. Children make a good start to their education. They settle happily in the attractive, well-resourced environment.

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Leaders have designed a well-sequenced, coherent curriculum. Staff use the consistent approach to planning, teaching and assessment effectively. Teachers use ‘Flashback 4’ sessions at the start of each lesson which helps pupils remember learning and use it over time. This helps pupils to achieve highly.

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Pupils are very positive about learning. They behave well in lessons. Staff manage the few incidents of low-level disruption effectively. This means that pupils’ learning continues without disruption.

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Pupils with special educational needs and/or a disability (SEND) receive effective support. Leaders assess and identify the needs of pupils with SEND well and target the support appropriately. Teachers and non-teaching staff make adaptations to their teaching to ensure that pupils with SEND can fully access the curriculum and show their talents. This helps pupils with SEND to feel included and successful. Leaders work well with other agencies to support pupils with SEND.

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School leaders provide parents with detailed information on the school website, but some parents feel they do not get the information they need to help their children. This has become more of an issue since the COVID-19 pandemic.

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Pupils can take on roles and responsibilities across the school. These opportunities are open to all ages and abilities. For example, pupils can become reading, sports, art, science or OPAL (outdoor, play and learning) ambassadors. Pupils take these responsibilities seriously. They think they are fun roles but also know they are role models to others. Pupils can also join the choir or after-school clubs.

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Staff feel valued and proud to work in the school. Leaders consider their well-being. Staff say their workload is manageable.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders take their safeguarding duties seriously. They know their pupils and families well and follow up on any signs that give cause for concern. Staff receive regular training. 15 and 16 November 2022

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They know what signs to look out for and how to record any issues. Leaders are aware of the changes in the local area and the issues these may bring.

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Leaders plan the curriculum to help pupils learn how to keep themselves safe and how to share any worries or concerns. Pupils learn about internet safety.

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Governors ensure that all staff have undergone the required pre-appointment checks before they join the school.

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(Information for the school and appropriate authority)

 Some parents feel that communication between school and home is not as good as it could be. This means they do not always feel they know enough about how their child is doing or how they can help them. Leaders should review their communication and ensure it meets parents’ needs.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good in May 2013.

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How can I feed back my views?

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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school. 15 and 16 November 2022

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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. 15 and 16 November 2022

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 23 May 2017, under section 8 of the Education Act 2005

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Information about this school

 The headteacher was appointed in September 2020.  The school operates before- and after-school provision that is managed by the governors.  Leaders do not use any alternative provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and has taken that into account in her evaluation of the school.  The inspector met with the headteacher, other leaders in the school and teaching and non-teaching staff. She also met with six members of the governing body, including the chair.  The inspector met with key staff responsible for safeguarding and checked the single central record and procedures for the recruitment of staff. She discussed procedures and policies relating to safeguarding, behaviour and the welfare of pupils. 15 and 16 November 2022

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 The inspector carried out deep dives in these subjects: reading, mathematics and geography. For each deep dive, she discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils’ behaviour in class and at other times during the day. She spoke with staff, pupils and parents about behaviour in school.  The inspector considered responses, including free-text comments, to the Ofsted Parent View online questionnaire and to the staff and pupil questionnaires.  The inspector reviewed the school’s website, school documentation and public information.

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Inspection team

Tina Willmott, lead inspector Ofsted Inspector 15 and 16 November 2022

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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.

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