Stuart Road Primary Academy

Stuart Road Primary Academy

Address: Palmerston Street, Stoke, Plymouth, Devon, PL1 5LL Unique reference number (URN): 144844

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

Achievement Strong standard

Pupils achieve well at Stuart Road. Overall, key stage 2 national test results in reading, writing and mathematics have typically been above the national averages over time. Disadvantaged pupils also achieve very well. Leaders' actions ensure pupils make the strongest possible progress, relative to their starting points. Pupils are well prepared for the key stage 3 curriculum.

p.2

Achievement Strong standard

Pupils achieve well because staff track learning closely and address gaps quickly. Effective phonics teaching leads to outcomes above national averages in the phonics screening check in Year 1. Outcomes in the multiplication tables check in Year 4 remain consistently in line with the national average. The school often welcomes pupils who join at non ‑ typical points throughout the school year. These pupils make secure progress from their starting points and catch up quickly with their peers due to precise teaching and targeted support.

p.2

Inclusion Strong standard

Leaders use a skilled and evidence-informed approach to identify pupils with special educational needs and/or disabilities (SEND) and assess their needs. There is an embedded, well-designed process that staff follow consistently to ensure that pupils receive the support they need. Staff receive regular training. This ensures that they have the knowledge they need to support pupils effectively. Staff know pupils' needs well. Leaders work closely with families and specialist agencies to secure the right support. They track pupils' progress carefully and respond quickly if pupils' needs change.

p.2

Inclusion Strong standard

Leaders prioritise high-quality teaching as the most effective way to meet pupils' needs. To reduce the barriers that pupils face, teachers skilfully weave subtle adaptations into lessons that are purposeful and subject-specific. They use questioning thoughtfully and provide tailored resources and support that build pupils' independence. As a result, pupils with SEND access the curriculum alongside their peers and retain important knowledge.

p.2

Inclusion Strong standard

The school environment includes well-designed spaces, such as sensory areas, which are used well to meet a wide range of needs. Pupils show growing confidence in managing their own learning.

p.2

Inclusion Strong standard

Staff support pupils with higher levels of need skilfully. Targeted teaching and precise support is carefully tracked and staff address specific gaps in pupils' knowledge. Leaders use additional funding and local authority support effectively to remove barriers for disadvantaged pupils. Parents regularly share positive feedback about the very successful support their children receive.

p.2

Attendance and behaviour Expected standard

Leaders place a clear emphasis on attendance. Systems and routines are well-embedded and ensure that attendance remains a daily focus. Leaders analyse attendance frequently. The actions they take result in improvements for individuals and identified groups of pupils. Persistent absence is improving but remains a priority. Leaders know exactly which pupils need support. They continue to put targeted support in place, often working with specialist agencies to tackle the barriers pupils face.

p.3

Attendance and behaviour Expected standard

Leaders also have robust systems in place to manage behaviour. Pupils understand the school rules and sanctions. Staff know pupils well. They are committed to the school's ethos of understanding 'the whole child'. As a result, they consider pupils' individual needs carefully and make appropriate adjustments and provide tailored support for some pupils when necessary. Approaches to behaviour management are effective. The school is typically calm and purposeful in most areas. Bullying is rare and not tolerated. Leaders deal with incidents effectively. Leaders recognise there is some further work to do to support the behaviour of a small number of pupils, especially at social times.

p.3

Curriculum and teaching Expected standard

Since the last inspection, leaders have improved the curriculum. It is well designed, knowledge rich and supports pupils to develop the skills they need to succeed. Knowledgeable teachers model learning clearly, provide regular opportunities for practice and use questioning effectively to develop pupils' understanding. Leaders have clear expectations for teaching to help pupils secure core knowledge. Teaching strategies such as a regular review of knowledge and knowledge cards are used to support pupils’ recall in most subjects. However, these strategies are not fully consistent across the curriculum. In pupils' books, tasks match pupils' learning needs well. Teachers make adaptations to enable pupils with special educational needs and/or disabilities to access the intended learning alongside their peers.

p.3

Curriculum and teaching Expected standard

Leaders prioritise strong foundations in reading, writing and mathematics. Regular checks identify gaps in pupils' knowledge and daily practice and effective teaching help pupils to keep up with their peers. Younger pupils begin each day with high-quality phonics, taught appropriately by well-trained staff. Pupils are supported to develop their writing alongside phonics and through studying different types of texts. Daily handwriting practice secures pupils' writing fluency. Mathematics lessons successfully build pupils' knowledge in small steps. Teachers emphasise key vocabulary and daily multiplication tables practice strengthens pupils' number fluency and recall.

p.3

Early years Expected standard

Leaders ensure that children get off to the best possible start to their education. Warm, nurturing relationships help children to settle quickly. Staff know children well and support them sensitively, ensuring that they are well cared for. Leaders foster positive relationships with parents and carers from the very start. Leaders ensure that children follow an ambitious curriculum that is designed carefully to build their knowledge over time. It is implemented well in teacher-led sessions and in continuous provision, where children explore, play and learn independently. Leaders prioritise children's language and communication development. For example, children in the vets role-play area use ambitious vocabulary such as stethoscope and adults reinforce mathematical terms such as larger, smaller and less. While most interactions between adults and children are high-quality, there is some occasional variation. Sometimes, adults

p.3

Early years Expected standard

do not extend or develop interactions with children and deepen their learning. This means some children occasionally do not make the progress they are capable of.

p.4

Early years Expected standard

Children in Reception develop early reading, writing and mathematics knowledge successfully. They experience a wide range of texts, and story time is highly engaging. Children follow clear routines that ensure a calm and purposeful environment.

p.4

Early years Expected standard

Leaders check the children's progress regularly and review their wider needs. Children make secure progress and are well prepared for Year 1. Targeted support for children with special educational needs and/or disabilities ensures they also make clear progress.

p.4

Leadership and governance Expected standard

Leaders are clear about the school's strengths and the priority areas that need further development. Leaders at all levels understand the school's context and are clear and passionate about their areas of responsibility. The positive impact of leaders' work is evident in the school's strong outcomes in national tests and also in the positive ethos that runs throughout the school. Leaders' decisions, and the systems they have embedded, are firmly rooted in what is best for the pupils.

p.4

Leadership and governance Expected standard

Staff are happy and feel valued. Leaders ensure that staff receive appropriate and regular training. For example, effective training in phonics ensures that pupils learn to read quickly. Professional learning ensures that staff have secure and up-to-date knowledge of safeguarding issues and procedures. They appreciate that leaders prioritise their workload and wellbeing. Parents and carers appreciate the education, wider opportunities and care their children receive.

p.4

Leadership and governance Expected standard

Trust leaders challenge, support and collaborate with school leaders. This provides a secure foundation for continued development and ensures that school leaders are held appropriately to account for the standards in the school and the impact their decisions have on pupils. Governors have a clear and accurate understanding of the school's strengths and priorities. They take an active role in shaping the strategic direction of the school, offering constructive and supportive challenge. They have a clear appreciation of the school's unique context and the importance of supporting pupils who face barriers to learning and/or wellbeing.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that a well-structured personal development curriculum is in place, including high-quality and age-appropriate relationships, sex and health education. Pupils speak confidently about healthy relationships, and fundamental British values such as tolerance and diversity, showing the positive impact of this curriculum. They learn how to stay safe online, understand the importance of keeping personal information private and know how to report any concerns.

p.4

Personal development and wellbeing Expected standard

Pupils take part in trips that enrich their understanding of the curriculum. For example, pupils visit the Tamar Bridge when they learn about structures in design technology. Pupils particularly look forward to a residential visit in Year 6 that supports their independence and confidence. Leaders use additional funding effectively to ensure all pupils can benefit from these opportunities.

p.5

Personal development and wellbeing Expected standard

Pupils develop leadership skills through a range of positions of responsibility. For example the 'Wellbeing Warriors' allow pupils to support their peers with worries or concerns. Every classroom has a 'Worry Monster', giving pupils a safe and familiar way to communicate with trusted adults when they feel unsure or anxious.

p.5

Personal development and wellbeing Expected standard

A wide range of clubs, including sports, music and other activities linked to pupils' specific interests is available and valued highly by pupils, parents and carers. Leaders provide a well-regarded young carers' club, where pupils can meet others with shared experiences and express their feelings. Leaders track who participates in school clubs closely, and they use funding well to ensure that all pupils can access them.

p.5

Personal development and wellbeing Expected standard

Leaders provide deeply committed and effective support for families. They work closely with other professionals to ensure that families receive the help they need. They take a determined approach to coordinating this support to ensure it is timely and appropriate. Staff meet pupils' wider needs effectively, for example by providing breakfast, uniform and putting in place reasonable adjustments when necessary. Parents and carers speak positively about this support and the impact it has on their children's wellbeing.

p.5

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

When pupils enter the gates at Stuart Road Primary Academy, staff greet them warmly. This welcome creates an atmosphere that pupils and staff describe as 'like a village in a city'. Pupils benefit from this positive welcome as it helps them to settle into learning quickly.

p.5

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

Inclusion sits firmly at the heart of the school. Pupils are supported well. They feel known and understood. Pupils are safe and have trusted adults they can turn to. Staff hold high expectations of behaviour and most pupils respond well to the consistent routines that are in place. Pupils learn to reflect on their actions and restore relationships when needed. Bullying is rare. If it does happen, leaders act promptly and ensure all pupils involved are supported appropriately. Leaders place a high priority on attendance, and as a result, pupils attend well.

p.5

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

Visits and visitors enrich the curriculum and help to spark pupils' curiosity. Pupils explore the Tamar Bridge, search for deciduous trees in the local area, learn from the local police constabulary and enjoy sports events at a local university. They also contribute to charity work and enjoy taking active roles in the school council.

p.5

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

The curriculum clearly identifies the key knowledge pupils need to learn, and classrooms provide focused environments where learning is the focus. Pupils with special educational needs and/or disabilities, or with other barriers to learning, are known well. Staff skilfully adapt teaching to reduce barriers that these pupils face. This ensures that they can learn alongside their peers to follow a broad and ambitious curriculum.

p.5

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

Pupils, including disadvantaged pupils, make secure progress and achieve in line with, or above, national averages. As a result, pupils leave Stuart Road Primary Academy well prepared for the next stage of their education.

p.6

Next steps

Leaders should ensure that children in the early years benefit from consistently high- quality interactions with staff that support their language development and learning fully. Leaders should ensure that teaching is consistent across all subjects so that pupils develop in-depth and embedded knowledge across all subject areas.

p.6

About this inspection

This school is part of Reach South Academy, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tom Leverage, and overseen by a board of trustees, chaired by Daniel Swabey.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspection activities: During the inspection, inspectors spoke with the headteacher and other school leaders, the CEO and other trust leaders, the chair and vice-chair of the local governing body.

p.6

About this inspection

The inspectors confirmed the following information about the school: The school runs an on-site nursery for children age 3 and 4 years.

p.6

About this inspection

The school runs a breakfast and afterschool club.

p.6

About this inspection

The school uses no alternative provision.

p.6

Team inspectors:

Andrew Lovett, Ofsted Inspector Julie Barton, Ofsted Inspector

p.7

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.

p.7

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.

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

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.

p.9

average

2024/25 (revised) 67% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2022/23 (final) 74% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 77% 74% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (revised) 50% 47% Close to average

p.10

national average

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

p.11

national average

2022/23 (final) 45% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2023/24 (final) 67% 62% Close to average

p.11

average

2022/23 (final) 55% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 67% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 57% 61% Close to average

p.12

average

2022/23 (final) 64% 59% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

national average

2024/25 (2 term) 4.9% 5.2% Close to average

p.14

national average

2023/24 (3 term) 6.0% 5.5% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (2 term) 15.3% 13.3% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.15

Needs attention

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

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15