Schools & FE · Report card

Stafford Leys Community Primary School

Inspected 13 Jan 2026 · URN 138154

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Summary

No overall grade in this frameworkSafeguarding met

Nyree Parker (lead), Stephen Long, Steven Barnes, Steve Tague

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Strong standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
13 Jan 2026
Inspectors verified
Nyree Parker, Stephen Long, Steve Tague, Steven Barnes
Postcode verified
LE3 3LJ
Name on report verified
Stafford Leys Community Primary School
Safeguarding verified
Met
URN verified
138154

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingStrong
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+59Positivemore positive than 28% of reports of this type

In line with other reports of this type.

Praiseambitiousconsistentlypositiverespectfulsecurefeel safeeffectivelyhigh quality

Criticismconcernsnot consistentlyseriouslyinconsistenciespersistent absencelownot secureabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1589w+58
Leadership230w+76
Safeguarding51w−11
What needs to improve34w+33

Strengths

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Concerns

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Next steps

Quoted from the report. Tap to see it on the page.

Leaders should continue to strengthen the interventions that disadvantaged pupils and pupils with low prior attainment receive, to ensure that these groups of pupils make consistently secure progress in all subjects, including reading. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance30
“Leaders have established a calm, orderly and supportive environment in which pupils behave consistently well.” p.2
Curriculum21
“As a result, all pupils access the full curriculum confidently and successfully.” p.2
Progress & outcomes14
“Disadvantaged pupils also do not consistently achieve well across subjects.” p.4
Teaching & assessment12
“Mathematics teaching develops fluency, reasoning and problem-solving in a well-sequenced way.” p.2
Behaviour12
“They are confident that staff will deal with any unkind behaviour promptly and effectively.” p.5
SEND & inclusion11
“This contributes to a respectful and inclusive culture in which pupils with additional needs are supported well and benefit from consistent expectations.” p.2
Reading & phonics11
“Variability in phonics outcomes means early reading foundations are not consistently embedded for all pupils.” p.4
Wellbeing & mental health7
“Leaders have established a clear and ambitious vision that places pupils’ learning and wellbeing at the centre of their work.” p.4

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,903; about usual (typical 1698)
Reading level: Hard; Flesch 35, typical 43
Average sentence: 16 words
Next steps: 1; typical 3
Hedged sentences: 0%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 35%

Full report text

Stafford Leys Community Primary School

Address: Stafford Leys, Leicester Forest East, Leicester, Leicestershire, LE3 3LJ Unique reference number (URN): 138154

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Attendance is a sustained strength. Leaders set ambitious expectations and work proactively with families to remove barriers to regular attendance. Pupils understand why attending school matters and explain how absence can affect their learning. Persistent absence is low, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders monitor patterns closely and intervene early and effectively where attendance dips.

p.2

Attendance and behaviour Strong standard

Leaders have established a calm, orderly and supportive environment in which pupils behave consistently well. Behaviour routines are taught clearly and reinforced across the school so that pupils understand what is expected of them. Staff apply the behaviour curriculum with consistency, modelling respectful interactions and addressing concerns swiftly. Pupils respond positively to these routines, showing courtesy towards one another and towards adults. They describe the school as a friendly and safe place where they can focus on their learning.

p.2

Attendance and behaviour Strong standard

Bullying is not tolerated. Pupils say that it rarely happens and that staff take any concerns seriously. When disagreements occur, staff use approaches that help pupils understand the impact of their actions and repair relationships. This contributes to a respectful and inclusive culture in which pupils with additional needs are supported well and benefit from consistent expectations. Suspensions are rare, and leaders analyse behaviour information carefully to ensure that support is well matched where needed.

p.2

Curriculum and teaching Strong standard

Leaders have designed an ambitious and coherently sequenced curriculum that enables pupils to build knowledge securely over time. They have mapped learning carefully from the early years through to Year 6 so that staff understand how concepts develop across subjects. Leaders’ focus on vocabulary and oracy is firmly established in classroom practice and supports pupils to explain their thinking with increasing confidence.

p.2

Curriculum and teaching Strong standard

Teaching is delivered consistently across the school and is underpinned by well-developed subject knowledge. Staff use approaches that help pupils recall and apply what they have learned. This includes structured questioning, discussion and opportunities for pupils to revisit key ideas. Teachers check pupils’ understanding accurately and adjust their teaching so that pupils keep up with the curriculum. This helps pupils to know more and remember more over time.

p.2

Curriculum and teaching Strong standard

Leaders ensure that pupils secure firm foundations in reading, writing and mathematics. Staff teach phonics well and pupils read books that match the sounds they know. Mathematics teaching develops fluency, reasoning and problem-solving in a well-sequenced way. Writing is taught effectively, and pupils produce work of high quality.

p.2

Curriculum and teaching Strong standard

Teaching is inclusive. Staff understand pupils’ needs well and make thoughtful adaptations for disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to children’s social care. As a result, all pupils access the full curriculum confidently and successfully.

p.2

Early years Strong standard

Children in the early years benefit from an ambitious and coherently sequenced curriculum that gives them secure foundations for learning. Leaders and staff have a clear understanding of how young children develop, and they use this knowledge to provide rich learning experiences that build children’s language, confidence and independence. Staff prioritise communication and vocabulary. They use high-quality interactions to extend children’s thinking and model language carefully. This ensures that children, including those who are disadvantaged or who have special educational needs and/or disabilities, develop the early skills they need for future learning.

p.3

Early years Strong standard

Reading is central to the early years. Staff teach phonics with consistency and accuracy. Children quickly learn the sounds they need to begin reading and writing. Leaders check the fidelity of phonics teaching regularly and act swiftly to address any inconsistencies. Children practise their early writing and develop secure letter formation through well-designed activities that focus on physical development.

p.3

Early years Strong standard

Staff use assessment information accurately to adapt learning for different children and to intervene quickly where extra support is needed. Leaders review children’s progress frequently and make thoughtful changes to provision to ensure that all children keep up.

p.3

Early years Strong standard

Children are well prepared for Year 1. They develop confidence, independence and positive learning habits.

p.3

Inclusion Strong standard

Leaders and staff at Stafford Leys have established a consistently inclusive culture where pupils’ individual needs are understood well. Clear and systematic processes allow staff to identify barriers early, drawing on assessment information, classroom observations and structured professional dialogue. This ensures that disadvantaged pupils, pupils with special educational needs and/or disabilities, and those known to children’s social care receive timely support tailored to their needs.

p.3

Inclusion Strong standard

Staff apply a consistent and well-structured approach to supporting pupils’ needs. Teachers make effective adaptations so pupils can access the full curriculum, while targeted interventions strengthen pupils’ core knowledge, communication and independence. Leaders rigorously evaluate the impact of this work and adjust provision where necessary. This leads to sustained reductions in barriers to learning and wellbeing, and pupils progress well from their starting points.

p.3

Inclusion Strong standard

Staff benefit from purposeful training that develops their understanding of additional needs and strengthens the consistency of practice. Leaders work productively with external specialists and the virtual school to secure additional expertise where required. They use pupil premium funding strategically. The strategy is informed by evidence about what works well. It supports pupils' academic progress as well as their emotional, social and communication development.

p.3

Expected standard

The school's work ensures that pupils with additional needs participate fully in school life, access the planned curriculum successfully and experience sustained improvements in their outcomes.

p.4

Leadership and governance Strong standard

Leaders have established a clear and ambitious vision that places pupils’ learning and wellbeing at the centre of their work. They understand the school’s strengths and priorities in detail. They use this knowledge to make well-informed decisions that improve pupils’ experiences. Leaders evaluate the curriculum, teaching and inclusion rigorously, drawing on a wide range of evidence to check that actions are having the intended impact. This has resulted in consistent practice across the school and sustained improvements over time.

p.4

Leadership and governance Strong standard

Leaders ensure that all pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities, and those known to children’s social care, receive the support they need. They reduce barriers to learning through strategic use of pupil premium funding, carefully targeted interventions and strong multi-agency work. Leaders adapt provision swiftly when required and monitor the impact of support closely.

p.4

Leadership and governance Strong standard

Staff benefit from a coherent programme of professional development that builds expertise across subjects and phases. Leaders’ decisions take staff workload and wellbeing into account. Staff appreciate the clarity and consistency of expectations.

p.4

Leadership and governance Strong standard

Those responsible for governance fulfil their statutory duties well. They hold leaders to account with clarity and purpose, asking precise questions about the impact of the curriculum, inclusion and pupils’ outcomes. They understand the school’s context and ensure that resources are used in pupils’ best interests. This partnership between leaders and governors continues to support the school’s sustained improvement.

p.4

Achievement Expected standard

Pupils achieve well overall, and leaders’ recent work means that achievement is increasingly consistent across many subjects. Pupils make secure progress through the curriculum and develop knowledge with growing confidence. Writing remains a significant strength, and pupils produce work of consistently high quality. In mathematics, pupils achieve above national averages, and their fluency, reasoning and problem-solving skills are developing securely.

p.4

Achievement Expected standard

Reading attainment has improved following a previous dip, and many pupils now develop the fluency they need. However, the progress of pupils with lower prior attainment is still not as secure as that of their peers. Variability in phonics outcomes means early reading foundations are not consistently embedded for all pupils. Disadvantaged pupils also do not consistently achieve well across subjects. As a result, their outcomes are less secure than those of their peers. Leaders’ actions are beginning to address these inconsistencies and are having a positive impact.

p.4