Stiperstones CofE Primary School

Inspection of a good school: Stiperstones CofE Primary School Norbury, Bishops Castle, Shropshire SY9 5EA

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

Pupils love coming to this warm, caring and inclusive school. They understand the school ethos of taking a risk ‘to be the best person you can be’ and enthusiastically explain how they and their friends strive to do this daily. Older pupils support younger children as a matter of course and all pupils have great confidence in the adults around them. They know that if they have a problem, help will be provided. They feel safe and cared for.

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What is it like to attend this school?

All staff have high expectations of pupils and make sure that they have the support to achieve them. Behaviour is impeccable because pupils know what they should do and why they should do it. Even the youngest children understand that they have responsibilities to others; to be kind and respectful to other children and adults alike.

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What is it like to attend this school?

Pupils enjoy their learning. They are resilient because they have been taught that mistakes are opportunities to learn more. They are happy to try and try again, taking great pride in their achievements. Pupils in this school have every opportunity to realise their potential and do so with alacrity.

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

The school’s ambitious and carefully designed curriculum is well established and consistently delivered. Great care has been taken to ensure that what should be learned and when is clearly identified for each subject. The smaller steps of learning are sequenced effectively to make sure that pupils can build on what they already know as they progress through the curriculum. Pupils are supported to make links across subjects that help them to secure their knowledge and understanding. They have many opportunities to apply and practise what they have learned. As a result, pupils, including those with special educational needs and/or disabilities (SEND), are very well supported to achieve their best. 5 June 2024

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Teachers are skilled practitioners and have very good subject knowledge. They know all their pupils very well and activities are designed to take the needs of all into account. Ongoing assessment is used effectively to quickly identify and address any gaps or misconceptions. This means that pupils’ experience of learning is very positive because unnecessary barriers are removed quickly. Summative assessment is appropriately used to check that pupils are where they should be and to inform any additional help that may be needed. Consequently, all pupils achieve the best they can and take pride in their achievements, reflected in the high standard of presentation that inspectors noted in their books.

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Reading permeates this school. Every pupil is given the support they need to learn to read for as long as they need it. From Reception to Year 6, pupils are surrounded by spaces to read, in and outside of the classroom. They enjoy reading for pleasure and recognise its importance in their learning.

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The focus on reading throughout the school also very effectively supports pupils’ language development, both orally and in writing. Teachers consistently challenge pupils to use the language they meet in their reading in their own conversations, explanations and responses. This reading-rich curriculum pays dividends, as pupils develop an extensive vocabulary and the ability to articulate their ideas and responses exceptionally well.

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Pupils’ wider development is extensive. There is a strong ethos of respect, kindness and community. Pupils’ understanding of morality is very well developed.

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The school is very aware that life in Great Britain can be very different in other areas of the country. Leaders make sure that pupils experience those differences through visits, visitors, residentials and a vast array of extra-curricular activities that enrich their learning and their lives. As a result, pupils are very well prepared for their next steps.

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Teachers feel supported by school leaders. They say that their workload and well-being is taken into account. They are confident that sharing a problem will always result in positive action.

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School leaders and governors work together effectively to ensure that improvement is always the aim. They communicate effectively with parents and the wider community, who are uniformly positive about the quality of education and experience their children receive at this school.

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Safeguarding

The arrangements for safeguarding are effective. 5 June 2024

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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 27–28 June 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.

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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). 5 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 27 to 28 June 2018, under section 5 of the Education Act 2005

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Information about this school

 Since the last inspection, this school has become part of the Shropshire Hills Federation.  The school now shares premises with Norbury Primary School.  The school’s last section 48 inspection was in November 2017. Section 48 inspections were suspended due to the COVID-19 pandemic. They restarted in September 2021. The next inspection will be within eight years of the last section 48 inspection.

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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. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 5 June 2024

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 Inspectors met with the headteacher, the deputy headteacher, members of staff and pupils. The lead inspector held a meeting with the governing body, including the chair of governors.  Deep dives in reading, mathematics and history were completed. These included discussions with subject leaders, staff and pupils, visits to lessons and scrutiny of pupils’ work.  Inspectors spoke to groups of pupils of all ages, including children in the early years, both formally and informally.  A range of documentation was reviewed, including leaders’ self-evaluation of the school’s work and their subsequent plans to improve the school, curriculum plans, policies and the school’s website.  When inspecting safeguarding, the inspectors considered the school’s procedures for keeping pupils safe, the checks made to ensure safe recruitment, and the quality of staff training.  The lead inspector considered the responses to Ofsted Parent View, including the free-

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text comments and responses to the staff and pupil surveys.

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Inspection team

Mel Ford, lead inspector His Majesty’s Inspector

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Inspection team

Nina Sangha Ofsted Inspector 5 June 2024

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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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