Stanley Road Primary School

Stanley Road Primary School

Address: Stanley Road, Worcester, Worcestershire, WR5 1BD Unique reference number (URN): 146452

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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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Attendance and behaviour Expected standard

Leaders have worked effectively to ensure that pupils attend well. Leaders seek to support families and encourage them to send their children to school. As a result, attendance is generally improving. Overall, pupils' attendance is now broadly in line with national averages. The number of pupils who are persistently absent has halved across the past few years. Leaders work closely with parents, carers and external agencies to remove any barriers to attendance for disadvantaged pupils and pupils with special educational needs and/or disabilities. This is also a key element of the school's pupil premium strategy.

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Attendance and behaviour Expected standard

Pupils’ behaviour is generally calm and positive. Leaders have built a positive and supportive school culture. Pupils arrive each morning with smiles and quickly settle. They are attentive in class and typically show positive attitudes to learning. Pupils say bullying is uncommon and, when it does happen, it is quickly dealt with. Leaders have established purposeful and effective pastoral systems around school. As a result, pupils feel safe and relationships with adults across the school are warm and respectful. Staff intervene early and with care on the rare occasions that pupils lose focus. Pupils belong, and are proud of their school.

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Curriculum and teaching Expected standard

Leaders have a detailed understanding of the quality of curriculum and teaching. The curriculum has been developed since the last inspection. It is broad, balanced and sets out the important knowledge which pupils should learn. Leaders have ensured that a high quality and ambitious curriculum is available across all year groups. Staff typically deliver the curriculum in line with leaders’ expectations.

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Curriculum and teaching Expected standard

Leaders are determined to ensure that pupils quickly learn the basics of English and mathematics when they join the school. Teachers are well trained in effective strategies to help pupils who speak English as an additional language. The curriculum is tailored for their needs. In the main, teachers adapt their teaching well, including for pupils with special educational needs and/or disabilities (SEND) and those with other vulnerabilities. Those that need help to catch up with their peers are supported through considered interventions.

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Curriculum and teaching Expected standard

Generally, staff teach in an effective manner and use a range of questioning strategies to help check that children understand important knowledge. Leaders have implemented a well-thought-through programme of professional learning for staff. Teachers benefit from this and their subject knowledge is typically secure.

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Early years Expected standard

Warm relationships embody the early years. Children are supported to learn routines and they settle in quickly. Those children who speak English as an additional language learn to communicate in English quickly. Children progress well from their different starting points in language and communication. The curriculum is well sequenced and has clear goals. Early reading and mathematics are prioritised. Staff teach phonics well in the Reception Year. Children at different stages of learning phonics receive appropriate support. A range of approaches to develop oracy and handwriting support children to make progress. Typically, teachers deliver learning clearly and children listen well. Leaders have ensured additional adults are available to support children with special educational needs and/or disabilities, disadvantaged children and those with other vulnerabilities. This support helps these children learn successfully alongside their

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Early years Expected standard

peers. Generally, children progress well from their starting points. Leaders closely track children’s progress and, in the main, gaps in children’s learning are narrowed.

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Early years Expected standard

Staff gain support from a wide range of external partners to develop expertise and also to foster community links. As a result, there are strong ties with families who are helped to get the support they need. Overall, children are generally ready for their next stage of learning.

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Inclusion Expected standard

Leaders have established an inclusive vision. They act early to identify those pupils with special educational needs and/or disabilities (SEND) or other vulnerabilities, including pupils who speak English as an additional language. Pupils receive support from external agencies and benefit from their expertise. Often, leaders identify potential barriers to learning before pupils join the school. They use home visits to ensure that information about pupils is quickly obtained and support can start as soon as they enter the school. Staff generally use this information to adapt teaching and to make learning accessible for all pupils. Leaders carefully monitor the impact of support.

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Inclusion Expected standard

Pupils who speak English as an additional language have their level of language checked as soon as they enter the school. Those new to learning English receive focused support. Most of these pupils access learning in class through an appropriate curriculum. They soon catch up with their peers. Typically, these pupils make progress.

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Inclusion Expected standard

Staff use support capably to ensure that they meet the pastoral and academic needs of disadvantaged pupils. Leaders have a targeted plan which identifies the barriers these pupils typically face. They generally make steady progress in learning.

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Leadership and governance Expected standard

Leaders continue to improve this diverse and caring school. They work diligently and understand the key areas of improvement for the school. Leaders closely monitor the quality of teaching. They use a range of detailed data analysis and tracking information. Generally, they use this information to good effect and prioritise actions for improvement. However, sometimes their actions are not as precisely focused as they could be. Leaders acknowledge that they would like outcomes to be even better than they are.

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Leadership and governance Expected standard

Governors, alongside the trust leaders, have set a clear vision for the school. They act in the best interests of pupils to ensure they are well cared for in a warm and nurturing environment. Positive relationships are prioritised and pupils benefit from the wide range of pastoral support leaders put in place. Pupils with special educational needs and/or disabilities and disadvantaged pupils are well supported. In particular, staff provide high- quality support for pupils who speak English as an additional language.

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Needs attention

The professional learning programme has been carefully organised to build the expertise of staff. Leaders capably support teachers at an earlier point in their career. Staff are invariably supportive of the leaders and say their wellbeing and workload are considered.

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Personal development and wellbeing Expected standard

Diversity is at the heart of Stanley Road primary school. Pupils come from many backgrounds. Leaders and governors celebrate this diversity and use it to help pupils learn about different cultures, beliefs and ways of life. Cultural days and sports days, where families come together for well-attended picnics, enable pupils to share their community spirit. They learn about foods and clothing from different cultures and most learn to respect one another. Pupils belong to the school and local community, no matter their background.

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Personal development and wellbeing Expected standard

Pupils generally benefit from a range of local trips and visits that contribute to their experiences of the world around them. These include trips to the canal and different places of worship, including mosques and churches. Leaders track participation, including for those who are disadvantaged, to ensure that opportunities are open to all.

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Personal development and wellbeing Expected standard

Leaders have put in place a well-considered relationships and sex education curriculum. Pupils’ wellbeing is a strength of the school. Pupils know the trusted adults they can speak to if they ever feel anxious or worried. Pastoral support aids pupils to understand their own emotions.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is designed well. It prioritises the topics that leaders deem most important for pupils, in consultation with parents and carers. For example, pupils, including those who are disadvantaged, display sound knowledge of both how to behave online and how to react if they ever feel unsafe. Pupils talk about the basics of fundamental British values and discrimination. Pupils understand the basis for tolerance and mutual respect.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves physically healthy. They recognise how their bodies change as they get older. Overall, they are generally well prepared for life in modern Britain.

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Achievement Needs attention

Outcomes in national assessments, over time, show that pupils’ achievement is not as good as it could be.

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Achievement Needs attention

In 2025, the proportion of pupils reaching the expected standards in phonics was marginally below the national average.

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Achievement Needs attention

In the Year 4 multiplication tables check, pupils have performed below the national average for the past 3 years. Pupils do not secure the foundational knowledge in mathematics as well as they should. Leaders acknowledge this and are ambitious to improve this. Results in key stage 2 tests were lower than national averages in 2025. The outcomes showed some improvements from previous years. Leaders are working to address the underlying problems and to improve achievement, so that more pupils are ready for their next stage of education. Leaders' efforts to improve achievement for all pupils are beginning to have an impact. Pupils in the younger year groups typically achieve well.

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

Stanley Road school is a diverse and warm community. School leaders have brought further stability and pastoral care to the school. Pupils have positive and trusting relationships with staff. Pupils say they feel safe and want to attend the school. Attendance is now broadly in line with the national average. Staff care about each and every pupil and know them individually. The many backgrounds that the families come from add to the community of the school and provide a wide range of experiences. Community events such as ‘culture week’ bring children and families together. There is a growing sense of pride and belonging.

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

Leaders, in close collaboration with a supportive trust team, work hard to continually improve the school. It is a calm and vibrant place. If bullying happens, pupils know that staff will deal with it swiftly. Pupils generally thrive because of the pastoral care they receive.

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

Most pupils behave well. They are polite and want to do their best. In lessons, pupils listen to their teachers. Staff are always on hand to support the pupils. However, not all pupils achieve as well as they could in national tests. Leaders are aware of this and in the main are taking appropriate actions to improve results. Teachers are ambitious for the school and want the best for the pupils.

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

Pupils are generally well supported. Pupils with special educational needs and/or disabilities, disadvantaged pupils and other vulnerable pupils get the support they need. Staff work with families to reduce any barriers to learning.

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

Children in the Nursery and Reception build secure foundations for oracy. Those children who speak English as an additional language quickly pick up the building blocks of reading, writing and early mathematics.

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Next steps

Leaders should ensure that all published outcomes improve to meet national averages for all pupils, including disadvantaged pupils. Leaders should accurately identify, monitor and act on priorities for improvement, leading to consistent improvement in standards across all areas of the school’s work.

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Team inspectors:

Steph Withington, Ofsted Inspector Shelley Reeves-Walters, 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.

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About this inspection

This school is part of Perry Hall 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 (CEO), Amarjit Cheema OBE, and is overseen by a board of trustees, chaired by Andrew Brocklehurst.

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About this inspection

The co-chairs of the local board of governors in this school are Louise Griffiths and Andrea Southall.

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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 renewed 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 school leaders during the inspection. Inspectors met with members of the local governing board and trust leaders, including the CEO. They held meetings with the executive headteacher, headteacher, other school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils and staff to gather information about school life.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, and free-text comments.

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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 does not currently make use of any alternative provision.

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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. National average: 3.5%

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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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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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

2023/24 (final) 33% 46% 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) 56% 63% Close to average

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national average

2022/23 (final) 54% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (revised) 56% 61% 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) 5.1% 5.2% 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) 14.3% 13.3% 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.

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Urgent improvement

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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