Stanton Road Primary School

Stanton Road Primary School

Address: Stanton Road, Bebington, Wirral, Merseyside, CH63 3HW Unique reference number (URN): 143504

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Pupils leaving this school usually achieve outcomes in national tests similar to those seen nationally. Occasionally, the attainment of disadvantaged pupils varies from year to year, and in some subjects. Even so, pupils, including disadvantaged pupils, continue to achieve outcomes close to their peers nationally. In the phonics screening check in Year 1, and the multiplication tables check in Year 4, pupils often outperform national standards.

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Achievement Expected standard

Across the whole curriculum, pupils typically build their skills securely and recall previous learning. This helps to prepare them well for the next stage of their education. Work in pupils' books and in lessons shows that current learning is stronger than some recent test results suggest. Leaders are refining the curriculum in key stage 2 to enable more pupils to achieve the higher standards in reading, writing and mathematics.

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Attendance and behaviour Expected standard

Pupils attend school regularly. Over time, pupils' attendance has remained close to the national average. Leaders monitor attendance carefully and take swift, effective action when concerns arise. For example, when the attendance of disadvantaged pupils dipped, the school introduced a 'VIP breakfast club' to help these pupils settle smoothly into the school day. This supportive approach has already had a positive impact. Persistent absence is reducing over time for most pupils, including those who may face additional challenges. The school's focused work ensures that all pupils are encouraged and supported to maintain strong attendance throughout the year.

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Attendance and behaviour Expected standard

The school offers a calm, orderly environment in which pupils feel safe and ready to learn. Staff apply the behaviour policy consistently and promote positive behaviour through clear expectations and a well ‑ used rewards system. From the early years onwards, children learn routines that help them to concentrate and show respect to adults and peers. Pupils listen attentively in lessons and take care not to distract others. Pupils understand different types of bullying and know it is wrong. They know how to report any concerns to staff, although incidents of unkind behaviour remain very rare. Leaders and staff model high standards, creating a culture where discriminatory language is not tolerated.

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Curriculum and teaching Expected standard

Leaders understand clearly how well the curriculum is working across the school. The curriculum is ambitious for every pupil. It is organised in a way that helps pupils build their knowledge step by step. Leaders have thought carefully about how to teach pupils in mixed ‑ age classes to make sure the curriculum meets their needs.

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Curriculum and teaching Expected standard

Teachers benefit from professional learning which strengthens their subject knowledge. In reading, teachers model phonics sounds clearly. They check on pupils' ability to read new words so they can spot anyone who needs extra help. In mathematics, teachers use practical resources and examples to help pupils understand new ideas. Leaders place a strong focus on helping pupils develop secure skills in reading, writing and number. This work has been especially successful in key stage 1. In key stage 2, leaders are continuing to adapt and refine the curriculum so that pupils who have gaps in their learning can catch up quickly.

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Curriculum and teaching Expected standard

Teachers help pupils to develop a wide vocabulary by introducing new words clearly and revisiting them often. They make suitable adjustments so that all pupils, including those who are disadvantaged or have additional needs, can take part in lessons and learn well. Teachers check pupils' understanding regularly, which usually helps them to correct any misconceptions before moving on.

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Early years Expected standard

Children in the early years get a positive and secure start to school life. Leaders adeptly understand the needs of the children who attend the school.

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Early years Expected standard

Provision for 2- and 3-year-olds is purposeful and effective. This helps children to make a strong start to their education. Staff make sure children are safe and well cared for. The curriculum is thoughtfully planned and taught well. This enables most children to achieve in line with national expectations by the end of the Reception Year.

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Early years Expected standard

Reading and language are highly prioritised. Books, stories and poems are celebrated daily. Staff interact warmly with children, using high-quality conversations to strengthen children's language skills. Children experience rich vocabulary that develops their communication and language skills. By the end of Reception, children typically have secure phonics knowledge. This helps them start Year 1 confidently, with the skills they need to read and write effectively.

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Early years Expected standard

Regular staff training supports consistent teaching approaches. Children's personal, social and emotional development is a particular strength. Children are encouraged to make friends, cooperate and develop the skills that will help them to learn when they move up to key stage 1. Leaders also work closely with parents and carers to ensure a smooth, positive transition into school.

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Inclusion Expected standard

Leaders have a secure understanding of the barriers that pupils may face. Leaders make timely decisions to help pupils get what they need, including for pupils who attend the specially resourced provision for pupils with special educational needs and/or disabilities (SEND). They work collaboratively to ensure that pupils' needs are very often met. Where needed, the school draws effectively on advice from external agencies. Staff are well supported through purposeful training. This strengthens their capacity to meet the needs of pupils with SEND and those with other vulnerabilities. Pupils' barriers to learning are reduced well through timely support, appropriate resources or the changes teachers make in their teaching.

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Inclusion Expected standard

Leaders collect a wide range of information about the progress that vulnerable groups of pupils make across the school. This helps them to assess the impact of any support on pupils' progress. Leaders recognise the need for refinement to enable more precise identification of next steps for pupils and a clearer view of the progress they make over time. Additional funding is used thoughtfully by leaders. It supports pupils' pastoral care and learning effectively. This helps pupils to feel ready to learn and to make progress. Leaders check that this funding is making a difference and adjust provision swiftly when needed.

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Leadership and governance Expected standard

The school's leaders understand the strengths of the school and know where improvement is still needed. They use this understanding to plan the right actions. These actions are making a difference for pupils, including disadvantaged pupils and those with pupils with special educational needs and/or disabilities. Leaders make decisions that put pupils' needs first, and they think carefully about how different groups are supported so that everyone has the chance to do well.

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Leadership and governance Expected standard

Leaders, governors and the trust share a clear vision for the school. They foster a strong sense of community and a collaborative approach to the school’s work. Staff know what is expected of them and follow strong routines that help pupils feel safe and ready to learn. The school's professional learning programme is well planned, including for teachers at the beginning of their career. This helps staff to continually improve their practice. Leaders also take account of staff's wellbeing and workload. For example, they use meeting time sensibly so that teachers can focus on what matters most for pupils.

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Leadership and governance Expected standard

Governors and trustees understand the school's priorities and meet their statutory duties effectively. They know the school well, ask challenging questions and support leaders to keep improving. They also check that the needs of different groups of pupils are met and that decisions are made fairly and responsibly. Governance and trust leadership work closely with the school to provide the right balance of support and challenge. This helps keep the school improving and ensures that pupils benefit from a stable, caring and ambitious environment.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-designed personal development programme that helps them grow into confident, responsible young people. They benefit from many opportunities to develop socially and culturally. Pupils learn about fundamental British values, including democracy and the rule of law. For example, pupils vote for their school ambassadors. Most pupils understand these ideas well. Pupils also take on a wide range of leadership roles which help them to develop responsibility and teamwork. For example, travel ambassadors help to keep everyone safe when crossing the road outside the school.

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Personal development and wellbeing Expected standard

There are lots of clubs and activities for pupils to enjoy. They learn musical instruments or join groups such as gardening, choir or coding. Leaders work hard to make sure every pupil can take part. Educational visits also strengthen pupils' understanding of the curriculum. A visit to the International Slavery Museum helps pupils to deepen their understanding of mutual respect and tolerance. Pupils study a range of religions found in wider British society. This learning is supported through visits to different religious buildings.

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Personal development and wellbeing Expected standard

Relationships and sex education is taught in an age-appropriate way. Pupils learn what healthy and unhealthy relationships look like. They also learn how to to recognise risks and stay safe online. Pupils learn how to look after their physical and mental health. Cultural experiences, such as music and sports events, are carefully planned to enrich pupils' learning. Pupils take part in local events, including the multi-academy trust talent show, and visit art galleries and museums to explore a wide range of artwork.

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Personal development and wellbeing Expected standard

Pastoral care is a real strength of the school. Staff know pupils well and make sure any extra support is given quickly and thoughtfully. Overall, the school prepares pupils very well for their next steps by helping them build confidence, resilience and a strong sense of their community.

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What it's like to be a pupil at this school

Pupils enjoy coming to Stanton Road. They are proud of their school and attend regularly. Staff greet pupils warmly each morning. This sets a positive tone for the day and builds a strong sense of belonging. Throughout the school, adults form genuine, caring relationships with pupils. Pupils trust staff to look after them. They feel confident about who to approach if they need help. Staff provide tailored support for pupils with additional vulnerabilities, including those in the specially resourced provision for pupils with special educational needs and/or disabilities. This equips pupils with practical ways to express their concerns and seek help when needed.

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What it's like to be a pupil at this school

Pupils show a real thirst for learning. They engage enthusiastically with new topics. Pupils talk positively about their work and recall prior learning with confidence. They show secure understanding of what they learn over time. As a result, pupils make good progress, achieve well and are fully prepared for what comes next. Staff work proactively to remove barriers to learning so that every pupil can access the intended curriculum.

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What it's like to be a pupil at this school

Across the school, pupils behave well. They follow familiar routines and expectations. This helps to create a calm, purposeful atmosphere for learning. Pupils respond eagerly to the school's rewards. For example, they take pride in earning tokens for their house teams. Bullying is rare. Nevertheless, leaders analyse any incidents closely and act swiftly and effectively. Pupils treat one another, staff and visitors with respect. They support their classmates with learning and take pride in their school. They live out the school's values of collaboration, expression, citizenship and inspiration. Playtimes are happy and harmonious, with pupils showing genuine care for each other. Pupils enjoy rich opportunities that prepare them for life in modern Britain. They contribute to their community through local litter picking and charity fundraising. This helps them to build strong social and communication skills with

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Next steps

• Leaders should refine their use of information about the performance of different vulnerable groups of pupils so that staff set pertinent targets which improve the progress of these groups of pupils further.

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Team inspectors:

Nicky Parkinson, Ofsted Inspector Jeanette Westhead, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. • Leaders should embed their refinements to the key stage 2 curriculum to ensure that vulnerable groups of pupils achieve highly, particularly in reading, writing and mathematics.

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About this inspection

This school is part of Oak Trees Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tony Lacey, and overseen by a board of trustees, chaired by Jane Owens, MBE.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. The lead inspector met with the trustees and members of the local governing board. An inspector also spoke with a representative of the local authority. Inspectors spoke with pupils, staff and parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes specially resourced provision for 24 pupils with social and communication needs across both key stage 1 and key stage 2.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The school also, under the same registration, runs provision for 2- and 3-year-old children.

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About this inspection

A new headteacher has been appointed since the previous inspection.

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About this inspection

Headteacher: Susannah McShane This data is from 27 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 64% 61% Close to average

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average

2022/23 (final) 53% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 76% 74% Close to average

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average

2022/23 (final) 73% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 74% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 76% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 36% 47% Close to average

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 44% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 55% 63% Close to average

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average

2023/24 (final) 71% 62% Close to average

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average

2022/23 (final) 63% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 55% 59% Close to average

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average

2023/24 (final) 64% 58% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 69% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 11.3% 13.3% Close to average

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national average

2023/24 (3 term) 13.2% 14.6% Close to average

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national average

2022/23 (3 term) 16.0% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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