Old Stratford Primary School

Inspection of a good school: Old Stratford Primary School Willow Grove, Old Stratford, Milton Keynes, Buckinghamshire MK19 6AZ

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Outcome

Old Stratford Primary School continues to be a good school.

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What is it like to attend this school?

Pupils at Old Stratford Primary School are positive about all aspects of school life. They enjoy learning. Leaders have high expectations for pupils’ behaviour. In lessons, pupils behave well. Disruption to learning is very rare. Around school, and at playtimes, pupils are calm and polite. They enjoy positive relationships with teachers and other members of staff.

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What is it like to attend this school?

Pupils understand diversity. They respect differences between people. Pupils say that everybody feels welcome in the school. They say that bullying is very rare. They trust that their teachers will deal with any problems quickly and effectively. Parents say that their children are happy and safe at the school.

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What is it like to attend this school?

Leaders have planned a broad curriculum. They are ambitious for what all pupils can achieve. Pupils achieve well, including pupils with special educational needs and/or disabilities (SEND). Specialist teachers deliver music and French lessons. Pupils enjoy trips, including residential visits and outdoor pursuits. Leaders provide extra-curricular opportunities to play sport or develop art and musical talents. Pupils learn how to be global citizens. They are being well prepared for their next steps in education and beyond. Pupils are proud to be part of the school council.

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

Leaders have designed ambitious curriculums for all subjects. They have planned what they want pupils to learn and when, so that they can deepen their knowledge over time. Senior leaders at the school and from the Grand Union Partnership support subject leaders to develop their curriculum plans. In a small number of subjects, leaders have not yet precisely identified the knowledge that they want pupils to learn. They recognise this and plan to make further improvements.

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

In mathematics lessons, knowledgeable teachers help pupils gain a deep understanding of concepts. They use a wide range of resources to support teaching. In the early years, 21 and 22 March 2023 children are excited to learn about numbers and patterns. Pupils across the school learn different ways to solve problems. They work well together and confidently share their reasoning. Teachers encourage pupils to be independent. They provide extra challenges which pupils enjoy. Almost all pupils gain knowledge quickly. They remember what they have learned.

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

In music lessons, pupils learn to play a variety of musical instruments such as ocarina, recorder, ukulele, guitar and keyboards. They learn the skills they need to compose and perform their own music. Pupils learn about a wide range of musical styles. They say they enjoy their music lessons. The music teacher knows the pupils well. He helps pupils to learn the knowledge they need to develop their skills. Pupils also have opportunities to learn to play other instruments and join the school choir and rock band.

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

Leaders know the importance of helping pupils quickly learn to read. They say that they want pupils to ‘learn to read so that they can read to learn’. Children in the early years learn phonics from the very start. In key stages 1 and 2, teachers provide extra support for a small number of pupils who struggle with reading. Leaders have planned a reading curriculum that helps all pupils to read fluently. Pupils learn challenging vocabulary. They say that they enjoy reading, including poetry and non-fiction.

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

Teachers have strong subject knowledge. They plan interesting activities to engage pupils. Pupils respond positively. Teachers ask pupils questions to check how well they are learning. Most pupils are keen to volunteer to give answers. Sometimes, some pupils lack the confidence to volunteer to answer questions. Teachers do not always check how well these pupils understand what they are learning.

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

Leaders are ambitious for pupils with SEND. They make sure that pupils with SEND can access the same lessons as the other pupils. Pupils with SEND engage with learning positively. Teachers encourage pupils with SEND to be independent. They know how to support them when they need it.

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

Teachers share leaders’ very high expectations for behaviour. Across the school, teachers reward pupils for good work and behaving well. In the early years, teachers help children learn the skills they need to work together so that they are ready for the next steps. Older pupils understand the school’s values.

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

Teachers enjoy working at the school. They say that leaders help them manage their workload. Governors and trustees provide strong support and challenge to leaders. They share leaders’ ambition for what pupils can achieve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make sure that checks are made when they employ staff. All members of staff are well trained in safeguarding. They know the importance of their role in keeping pupils safe. 21 and 22 March 2023 Leaders make sure that any concerns about pupils are taken seriously. When concerns are raised, they take appropriate actions quickly, including getting advice from external agencies. Leaders keep detailed records.

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Safeguarding

Leaders are aware of the risks to their pupils. They teach pupils how to keep themselves safe, including online.

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(Information for the school and appropriate authority)

 In some lessons, teachers do not routinely check the learning of all pupils. Teachers do not check that pupils who do not confidently volunteer answers to questions have understood the important knowledge. Some pupils may not be learning, or understanding, what has been taught. Teachers need to check that all pupils are learning, and they need to help those pupils who have misconceptions.  Leaders have planned ambitious curriculums for all subjects. In some subjects, curriculum plans do not precisely identify the knowledge that pupils should learn. In these subjects, leaders cannot accurately check how well pupils are learning the curriculum. Leaders need to ensure that curriculum plans identify the knowledge that they want pupils to learn and how they expect teachers to check learning.

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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 first ungraded inspection since we judged the school to be good in March 2018.

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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. 21 and 22 March 2023

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Further information

You can search for published performance information about the school.

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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 March 2023

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School details

Inspection number 10254890 Type of school Primary

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School details

Dates of previous inspection 6 and 7 March 2018, under section 5 of the Education Act 2005

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Information about this school

 This school uses no alternative providers.

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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 his evaluation of the school.  The lead inspector met with the headteacher, the deputy headteacher and the SENDCo.  The lead inspector met with the chief executive and another representative of the Grand Union Partnership multi-academy trust.  The lead inspector met with the chair of the governing body and some other governors.  The lead inspector carried out deep dives in mathematics, music and reading. For each deep dive, inspectors 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 lead inspector observed some pupils reading to a familiar adult. 21 and 22 March 2023  The lead inspector also spoke to leaders about the wider curriculum and looked at

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Information about this inspection

some samples of pupils’ work in some other subjects.  The lead inspector spoke to leaders about the curriculum for personal, social and health education and spoke to some pupils to hear their experiences.  The lead inspector spoke to leaders about the curriculum for the early years and visited the Reception class.  The lead inspector spoke to some parents and considered the responses to the parents’ survey.  The lead inspector evaluated the effectiveness of safeguarding by reviewing the school’s record of pre-employment checks and holding discussions with leaders, staff and pupils.

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Inspection team

John Spragg, lead inspector His Majesty's Inspector 21 and 22 March 2023 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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