Stamford Bridge Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Stamford Bridge Primary School Church Road, Stamford Bridge, York, North Yorkshire YO41 1BP

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Outcome

Stamford Bridge Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Nicola Massey. This school is part of Wonder Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jonathan Britton, and overseen by a board of trustees, chaired by Adam Marham.

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What is it like to attend this school?

Pupils enjoy attending this caring school. Staff know the pupils extremely well and cater for the needs of every pupil. Pupils feel safe at school. They are confident that they have trusted adults to report any concerns to.

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What is it like to attend this school?

The school has high expectations for the academic achievement of all pupils. Pupils achieve well at the school.

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What is it like to attend this school?

Pupils’ behaviour is excellent. In classrooms, pupils are enthusiastic about their learning. They engage actively in lessons and display ‘growth mindset’ traits such as resilience and determination. Pupils know and understand the school’s values of ‘believe, engage, succeed and together’. They demonstrate these in their behaviour. Routines are securely embedded in the early years. Children interact maturely with each other and the adults in school.

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What is it like to attend this school?

In assemblies and across the curriculum, pupils learn about fundamental British values. This helps to create an inclusive culture. All pupils take part in a daily mile. This helps them to stay active and healthy. Pupils have access to a range of extra-curricular clubs and activities, such as sports, music and dance. This allows them to develop their talents and interests. 3 and 4 June 2025

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

The school has developed an ambitious curriculum. It is well sequenced to help pupils build knowledge over time. Teachers skilfully deliver the curriculum by selecting engaging activities. They have secure subject knowledge. As a result, pupils have a strong understanding of the different areas of the curriculum. Pupils take part in a number of curriculum enrichment activities throughout the year. Pupils speak enthusiastically about visits to local museums and virtual reality events in English and history. However, in some subjects, staff do not check pupils’ learning routinely. As a result, some gaps in pupils’ knowledge are not identified or addressed in a timely manner.

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

Reading is a priority at the school. In Nursery, children take part in pre-phonics activities. In Reception and Year 1, children learn phonics daily. Staff are experts in the teaching of phonics. As a result, children develop their early reading skills quickly. The school is swift to identify pupils who struggle to read and gives effective support to help them catch up. Pupils at Stamford Bridge have a love of reading. Parents and carers visit the school as ‘secret readers’ to read to the pupils. Authors visit regularly to deliver reading and writing workshops.

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

The school identifies pupils with special educational needs and/or disabilities (SEND) effectively. Staff make meaningful adaptations to their lessons so that these pupils can access the full curriculum. Pupils with SEND are well supported at the school.

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

The school has carefully planned the curriculum in the early years. There is a sharp focus on developing foundational skills in mathematics and English. Children enjoy accessing activities that help them with mark making and counting. Staff skilfully support children when they need it. As a result, children in the early years are well prepared for Year 1.

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

Pupils are kind and courteous to each other. They take pride in demonstrating the school’s values. For example, at lunchtime, pupils of different ages mix together to enjoy the range of activities on offer, such as football, basketball, reading and the climbing frames. As a result, there is a real feeling of community at the school. The school has strong systems in place to promote pupils’ attendance. Staff support pupils and their families to overcome any problems with attendance. As a result, attendance at the school is high.

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

The school provides well for pupils’ personal development. Pupils learn about local risks, such as water and road safety. This helps them to stay safe in the community. The pupil leaders have a positive impact on the school and the local community. For example, play leaders deliver games and activities at lunchtime to younger pupils. The school council leads an initiative to increase recycling at school and in the community. These activities help pupils to develop their confidence and leadership skills.

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

Those responsible for governance have a strong oversight of the school. They provide highly effective support and challenge to school leaders. Leaders’ work ensures that the school continues its focus to provide high-quality education for its pupils. Teachers are well supported. School leaders are mindful of staff workload. Staff are proud to work at the school. 3 and 4 June 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, the school does not use assessment strategies effectively. Gaps in pupils’ knowledge are not routinely identified and addressed as quickly as they could be. This affects how well pupils learn. The school should ensure that staff use assessment consistently well to check what pupils know and rectify any misconceptions or knowledge gaps.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 predecessor school, Stamford Bridge Primary School, to be good for overall effectiveness in June 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. 3 and 4 June 2025

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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). 3 and 4 June 2025

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School details

Local authority East Riding of Yorkshire

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School details

Dates of previous inspection 19 and 20 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school uses one unregistered alternative provision.  The school provides an after-school club for its pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation 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 has taken that into account in his evaluation of the school.  The inspector met with the headteacher and other senior staff. He also met with the CEO of the trust and the chair of trustees.  The inspector met with the representatives of the local governing body, including the chair and vice-chair. 3 and 4 June 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: 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’ interest first.  The inspector spoke with several groups of pupils and observed their behaviour at breaktime and lunchtime.  The inspector met with groups of staff and considered the views expressed through the staff survey.  The inspector took account of the views of parents expressed through Ofsted Parent View.

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Inspection team

Chris Sergeant, lead inspector His Majesty’s Inspector 3 and 4 June 2025

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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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