Stanwell Fields CofE Primary School

Inspection of a school judged Good for overall effectiveness before September 2024: Stanwell Fields CofE Primary School Clare Road, Stanwell, Staines-upon-Thames, Surrey TW19 7DB

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Outcome

Stanwell Fields CofE 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 Jodie Stilwell. This school is part of the LDBS Academies Trust 2, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Christalla Jamil, and overseen by a board of trustees, chaired by Andrew Garwood-Watkins.

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What is it like to attend this school?

Pupils feel safe, secure and happy at this school, which reflects its strong focus on pupils’ well-being. The recently introduced ‘Stanwell Standard’ has quickly become a key part of daily life. Pupils say that the clear rules and consequences help them to behave well and respect others. They say that behaviour has improved, which has helped their learning too.

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What is it like to attend this school?

Leaders hold high expectations for all pupils and have designed a curriculum that meets the needs of the school community. Staff remove barriers that could prevent pupils from achieving well. As a result, pupils make progress, achieve well across subjects and achieve strong outcomes.

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What is it like to attend this school?

Pupils develop a sense of responsibility through a wide range of leadership opportunities. These include roles such as library ambassadors, prefects and being members of the eco team. Pupils also contribute positively beyond the school. For example, Year 6 pupils visit a local care home each year to sing carols, and groups of pupils prepare and deliver treats to a nearby hospital. 3 and 4 June 2025

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Pupils gain a good understanding of how to keep themselves safe and manage risks. The school is committed to ensuring pupils can take part in important activities, such as cycling and swimming lessons.

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

Children get off to a positive start in the early years because of the school’s well- structured curriculum. There is a strong focus on developing children’s communication and language skills. Children learn nursery rhymes and explore stories in depth. In mathematics, practical experiences and a focus on vocabulary support children’s understanding of key concepts. This is built on as pupils move through the school.

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

The school has a tenacious approach to early reading. Leaders have a detailed understanding of how well pupils are progressing in phonics. Those who struggle to read receive targeted, expert support that helps them to catch up.

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

As pupils move through the school, they learn well across the curriculum. Teachers have secure subject knowledge. They support pupils to use subject-specific vocabulary and skills accurately in their work. Pupils have many opportunities to practise what they have learned before, which helps them build new knowledge. Staff routinely check what pupils know and can do. They provide routine feedback to pupils about how they can improve their learning. However, the impact of this feedback is not consistent across all subjects. At times, feedback does not identify whether pupils’ earlier learning is fully secure. Sometimes, pupils’ misconceptions and gaps in learning go unnoticed. This makes it more difficult for pupils to make sense of new learning.

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

Staff are knowledgeable about how to support pupils who face learning barriers, including those with special educational needs and/or disabilities (SEND). Pupils’ needs are swiftly identified. Many pupils join the school throughout the year, some of whom are at an early stage of learning English. All groups of pupils access the curriculum and achieve well.

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

The school has strengthened its approach to behaviour by making expectations and consequences clear. Staff have high expectations of pupils’ behaviour and apply these expectations consistently. The number of negative behaviour incidents has reduced significantly. Classrooms are calm and purposeful. Pupils listen attentively to staff and try their best.

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

Attendance is a key priority for the school. Robust systems are in place to monitor absences. The school acts quickly when there are concerns. As a result, attendance is getting better over time. Pupils understand why coming to school is important and enjoy earning stamps in their ‘attendance passports’. However, too many pupils are still absent frequently. This means they miss learning and wider opportunities available at school.

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

There is a strong focus on pupils’ personal development. Pupils deepen their understanding of fundamental British values by participating in democratic processes, such as voting for candidates to take on leadership roles. They show a particularly strong 3 and 4 June 2025

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awareness of rules and consequences, such as those outlined in the Stanwell Standard. Pupils know that these rules exist to keep everyone safe and feel respected. The school also places a high priority on supporting pupils’ mental health. Pupils can identify trusted adults who they can turn to for support. Pupils who may need additional help to manage their feelings learn self-regulation techniques. The school’s counselling service provides additional helpful support.

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Leaders have high aspirations for pupils and the wider school community. They are committed to addressing the challenges that pupils and their families face. This is reflected by improvements in both behaviour and attendance at the school. The school has a collaborative partnership with the trust and local governors, who provide effective support and challenge to drive further improvement. Staff enjoy working at the school. They highly value the support that leaders provide for their well-being and workload.

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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 feedback provided to pupils does not identify whether pupils are fully secure with prior learning before they move on to new content. This means that gaps in pupils’ knowledge are not spotted, and pupils are not supported to build on their prior knowledge as well as they could. The school should ensure that any misconceptions and gaps in learning are quickly addressed before new learning is introduced.  Despite effective work by the school, some pupils continue to not attend school frequently enough. As a result, they miss out on valuable learning opportunities and personal development at school. The school must continue its focus on ensuring the highest possible attendance for all pupils.

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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 3 and 4 June 2025

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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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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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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). 3 and 4 June 2025

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School details

Website www.stanwellfields.surrey.sch.uk

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School details

Dates of previous inspection 15 and 16 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The headteacher has joined the school since the previous inspection.  The chair and the CEO have also joined the trust since the previous inspection.  The school is located in the Diocese of London. Its last Statutory Inspection of Anglican and Methodist Schools (SIAMS) took place in February 2020, when the school was judged to be good for this aspect of its work.  The school currently uses one unregistered alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 3 and 4 June 2025

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 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 their evaluation of the school.  The inspector met with the headteacher, deputy headteacher and subject leaders.  The inspector met with members of the local academy committee, including the chair of the committee.  The inspector also met with the CEO of the trust.  The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  The inspector reviewed a range of documents, including the school’s own evaluation of its effectiveness and priorities for improvement. The inspector also looked at information relating to behaviour and attendance.  Pupils’ behaviour was observed during lessons, lunchtimes and around the school site.  The views of staff and pupils were gathered through both formal and informal

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discussions. Staff also completed an online Ofsted survey.  The views of parents were gathered through the online survey for parents, Ofsted Parent View, including free-text comments. The inspector also spoke to parents during the inspection.  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’ interests first.

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Inspection team

Katie Hancock, 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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