Stanhope Primary School

Inspection of Stanhope Primary School Mansell Road, Greenford UB6 9EG

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Inspection dates: 19 and 20 September 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Good 19 and 20 September 2023

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What is it like to attend this school?

Pupils are happy and excited to learn here. The school ensures that all pupils access an ambitious curriculum and achieve well. Children in the early years receive the support, care and curriculum that they need, to get off to an excellent start.

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What is it like to attend this school?

Leaders and staff want learning to be relevant and reflective of the school’s community. This includes encouraging pupils to celebrate differences and treat everyone as individuals. The school promotes its values consistently, which pupils follow and understand.

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What is it like to attend this school?

Behaviour in the school is exemplary. Pupils respect and care for one another and all members of the school community. The school focuses on rewarding positive behaviour and celebrating success. Staff are quick to deal with concerns, including bullying. They have positive, warm working relationships with pupils. They model respectful behaviour and attitudes, which pupils respond to very positively. Staff help to keep pupils safe and happy here.

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What is it like to attend this school?

From early years onwards, the school provides pupils with multiple enrichment opportunities. Leaders encourage high levels of pupil participation and have ambitious aspirations for all. The provision for performing arts and work on social responsibility are real strengths of the school. Pupils take great pride in performing to a variety of audiences through participation in competitions for speech and drama and ‘memory championships.’

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better?

The school has developed a broad and ambitious curriculum. Leaders at all levels have considered the key knowledge and skills that they want pupils to know. The curriculum is carefully sequenced to help pupils build on their prior learning in a subject. Alongside this, the school has purposefully intertwined diversity and equality into all areas of the curriculum. This helps pupils to understand the world in which they live. In early years, curriculum thinking is very strong. Adults expertly support children to develop strong foundations of knowledge across the curriculum. Including promoting children’s independence and emotional development. For example, in Reception, children were prompted to take turns to make and sell a range of food items.

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better?

Pupils learn well. Teaching supports pupils to grasp the concepts and ideas set out in the curriculum. Teachers check regularly on what pupils have already learned. However, there are times when teaching choices are not adapted to deepen pupils’ understanding. This reduces how well pupils are supported to further their learning in some subjects.

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better?

The school has a strong focus on reading and nurtures a love of books. Staff have the skills and expertise to teach phonics effectively. From the start of Reception, 19 and 20 September 2023

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children learn to read using phonics. The school ensures that all pupils have books that match the sounds that pupils know. Those pupils who struggle with reading receive timely support. This includes pupils in older year groups who arrive at the school at very early stages of speaking English as an additional language. Pupils are given regular reading time to help them to become confident and fluent readers. The school ensures that pupils enjoy a considerable choice of different texts. Pupils proudly earn coloured ribbons for reading different quantities of books.

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The school has extremely high expectations for pupils with special educational needs and/or disabilities (SEND). These pupils access the same ambitious learning as their peers. Staff support pupils to learn successfully, and where needed, SEND pupils have access to expert support which increases their independence.

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Behaviour throughout the school is extremely calm and positive. Teachers swiftly refocus pupils who may lose concentration so that learning in lessons continues uninterrupted. In early years, staff develop children’s understanding of routines from the first day that they enter the school. Children play well together, take turns and share equipment. For instance, children were able to independently choose their roles when using the outside ‘shopping area’. There has been a strong impact on attendance rates due to the school’s tenacious efforts.

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The provision for pupils’ personal development is exemplary. The school’s values are carefully woven throughout all aspects of school life. There are diverse leadership roles for pupils, such as attendance ambassadors, eco warriors, cyber mentors and pupil parliament representatives. Pupils with SEND are encouraged and supported to participate fully in the wider curriculum offer. Starting from the early years, the curriculum incorporates competitions and performances which are designed to help pupils explore their talents further and put their growing expertise into practice. This includes participation in concerts, various sporting activities and events that celebrate diversity. A range of trips give pupils the opportunity to find out more about their local area and London landmarks. For example, pupils have been on educational outings to the Royal Albert Hall and Royal Opera House.

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The school shows a strong commitment to the pupils and community that it serves. Leaders and staff involve parents and carers closely in their children’s education and give them help to support learning at home. Parents are highly positive about all the guidance and care that the school gives them.

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The well-being of staff has been a priority over the last year. Staff are very appreciative of and extremely positive about the support that they receive, including the introduction of a ‘well-being charter’. Staff morale is high and staff said how much that they enjoy working at this school.

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Safeguarding

The arrangements for safeguarding are effective. 19 and 20 September 2023

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(Information for the school and appropriate authority)

 In a few subjects, some of the activities that pupils are set in Years 1 to 6 do not help them to deepen knowledge as well as they could. This means that once pupils have grasped a concept, there are occasions where the curriculum does not enable them to further extend their understanding. The school should ensure that teaching consistently considers and sets activities that fully support the deepening of pupils’ understanding.

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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.

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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.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19 and 20 September 2023

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School details

Appropriate authority The governing body

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School details

Website www.stanhopeprimaryschool.co.uk/

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School details

Dates of previous inspection 2 July 2019, under section 8 of the Education Act 2005

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Information about this school

 The school runs its own breakfast club and after-school club.  The school does not use any alternative provision.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with all senior leaders, a number of teaching and support staff, governors and a representative from the local authority. 19 and 20 September 2023

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 The inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and geography. For each deep dive, the inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for school improvement.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors took account of the views of pupils, parents, and staff, as gathered through discussions and Ofsted’s surveys.

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Inspection team

Karen Kent, lead inspector His Majesty’s Inspector

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Inspection team

Simon Conway His Majesty’s Inspector 19 and 20 September 2023

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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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