Stamford St Gilberts Church of England Primary School

School

Address: Foundry Road, Stamford, Lincolnshire, PE9 2PP Unique reference number (URN): 139178

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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

Overall, pupils achieve well from their starting points and are prepared for their next stage of education. Pupils’ work reflects the progress they make across the curriculum. Support for pupils with barriers to learning, including those with special educational needs and/or disabilities, is effective and enables these pupils to make suitable progress through the curriculum.

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Achievement Expected standard

By the end of key stage 2, pupils' outcomes in reading, writing and mathematics assessments are typically close to the national average. More recently, disadvantaged pupils have also achieved in line with national averages. Leaders prioritise foundational skills, such as phonics and letter formation, across the curriculum. This starts in the early years. Strategies to support numeracy have been effective. This is reflected in pupils’ work. When pupils have not yet secured the basic skills in reading and number facts, they receive additional support. This ensures that gaps in pupils' knowledge close quickly for most.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils' attendance. Pupils enjoy attending school. Leaders recognise the importance of offering early help to families to reduce barriers to attendance. Pupils who have struggled to attend school receive bespoke support, such as pastoral support in the morning. This helps pupils to build their confidence and come to school more regularly. As a result, pupils' attendance has improved over time and is above national averages for all pupils. Pupils' persistent absence is below national averages.

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Attendance and behaviour Expected standard

Routines at the start of the day are effective. Staff greet pupils every morning to ensure that they have a positive start to the school day. This enables most pupils to settle quickly into their learning. Leaders make appropriate adaptations for pupils who need additional support with their behaviour. This includes some pupils with special educational needs and/or disabilities. These approaches help pupils to regulate their emotions. Across the school day, pupils typically behave well. However, moving between activities can sometimes cause pupils to become unsettled. This leads to moments when pupils lose focus.

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Attendance and behaviour Expected standard

Positive relationships between staff and pupils underpin a culture of care. Bullying is rare because pupils understand the importance of kindness to others.

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Curriculum and teaching Expected standard

The curriculum is well planned. It reflects the school's approach to teaching pupils in mixed- year groups. The curriculum helps pupils build strong foundations for future learning. Pupils’ knowledge builds over time. Leaders understand where the curriculum is working well and where further refinements are needed. For example, leaders have reviewed the mathematics curriculum to give pupils time to practise and build their skills.

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Curriculum and teaching Expected standard

Overall, teaching is effective. This is particularly the case for the teaching of reading and phonics. Recently, staff have received additional training to strengthen their subject knowledge. Staff use the same approach, so that pupils learn to read confidently. Gaps in pupils’ knowledge are identified and close quickly. Across the wider curriculum, teachers adapt their practice to meet pupils' individual needs. They use a range of practical resources to support inclusive practice in the classroom.

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Curriculum and teaching Expected standard

Teachers generally check how well pupils are learning in lessons. When this is most effective, pupils adapt their work in response to feedback they are given. However, at times, teachers do not use this knowledge as effectively as they could to make precise decisions about learning activities. As a result, some pupils do not progress through the curriculum as successfully as they could.

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Early years Expected standard

Leaders have developed a purposeful early years curriculum that prepares children well for key stage 1. They set high expectations for learning and attendance. Activities are planned to help children make progress from their starting points. Routines support children to move smoothly between activities. This maximises learning and development.

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Early years Expected standard

Teaching is usually effective. Adults frequently use high-quality interactions to move learning forward. Children enjoy learning and work confidently alongside each other. They take turns, share ideas and show curiosity, such as when exploring the life cycle of a frog. Leaders have embedded early reading and numeracy securely. Children are supported by deliberate communication that reinforces vocabulary. The drawing-club activity enables pupils to practise early writing using a familiar routine. This supports children's communication and language development.

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Early years Expected standard

Children typically achieve a good level of development across a range of skills. Children are given appropriate challenge to develop their early reading and writing skills. This ensures that provision is suitable for the age and stage of children's development. Leaders quickly identify when children may have barriers to learning. They provide additional support where needed. This helps children develop the early skills they need for future learning.

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Inclusion Expected standard

Leaders know pupils well. They work closely with families and other professionals. This enables leaders to identify specific barriers to learning quickly and put tailored support in place. This support often helps pupils settle and be ready to learn. Leaders check the impact of support for pupils. They ensure that it is timely and has a positive impact. They make changes when it is needed. This ensures that pupils make progress from their starting points.

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Inclusion Expected standard

Staff receive training in how to support pupils with special educational needs and/or disabilities (SEND). As a result, pupils with SEND benefit from support plans that help them work towards goals in appropriate steps. Teachers make the necessary adaptations so that these pupils typically learn alongside their peers. Some pupils, including those with education, health and care plans, benefit from tailored support to meet their individual needs. Over time, this enables them to develop the skills they need to learn successfully alongside their peers. Additional funding is used well. It helps pupils who need extra support to attend school more regularly and close gaps in their learning.

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Leadership and governance Expected standard

Leaders show deep care for the school community. They have high expectations of all pupils. Leaders understand the school's strengths and areas for development. Increasingly, they use information from monitoring activities to inform their decisions and check the impact of their actions. Leaders share a vision for what the school can achieve and act in the best interests of pupils. Since the last inspection, the school has joined a multi-academy trust. The trust ensures that leadership capacity, strategic oversight and a sustainable approach to raising standards is in place.

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Leadership and governance Expected standard

The programme of professional learning for staff has been strengthened. Staff value this training. It has had a positive impact. It is most notable in the teaching of phonics. Leaders act to ensure that all pupils, including those with vulnerabilities, are supported and cared for. They work with external professionals to enhance provision. This means that pupils make progress from their starting points.

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Leadership and governance Expected standard

Governors support the school’s ethos effectively. They understand their statutory duties and play an active role in monitoring the school's performance. Leaders actively recognise the importance of staff's wellbeing. As a result, staff are very positive about working at the school. There is a commitment to working in partnership with parents and the local community. Parents are largely positive about the school.

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Personal development and wellbeing Expected standard

The school’s curriculum for personal, social and health education and relationships education supports pupils to grow socially, morally and culturally. Pupils learn how to stay safe online and in the community. They practise road and cycle safety. They also have age- appropriate understanding of healthy relationships. As a result, pupils grow into caring and confident young people who are ready for their next steps. Pupils know adults will help them if they have a problem or worry. Staff know pupils well. They respond quickly when additional pastoral support is needed. Pastoral support is accessible for all pupils, and it is well matched to their needs.

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Personal development and wellbeing Expected standard

The school’s Christian ethos shapes daily life in school. It is important to staff and pupils. Leaders have prioritised the importance of service and this is reflected in links with the local community. For example, pupils are proud of the charity work that they have undertaken.

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Personal development and wellbeing Expected standard

Pupils understand the importance of kindness, respect and fairness. They share their learning using examples that relate to them. Pupils have a secure understanding of right and wrong. They understand that no one should be treated unfairly because of who they are. Pupils develop an early appreciation of the British values, such as individual liberty and the rule of law.

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Personal development and wellbeing Expected standard

There are a wide range of activities beyond classroom learning that pupils can get involved with. This includes many pupil-leadership activities, such as the eco committee and sports leaders. The school has developed the opportunity for pupils to learn music, and many learn to play instruments. Trips and visits enhance pupils' opportunities to learn about the world around them. Pupils have secure knowledge about world religions and know that everyone is welcome in their school.

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Personal development and wellbeing Expected standard

Pupils feel that their views are important. They are valued members of the school community. Because of this, most pupils, including those with a disadvantage or wider vulnerability, participate fully in school life.

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

This is a caring school that is built on community. Pupils are known, valued and supported. One pupil explained that school feels like a second home to them. As a result, pupils attend regularly.

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

The schools’ Christian ethos, expressed through its motto ‘life in all its fullness’, shapes daily life at the school. Pupils care for each other and demonstrate positive relationships. Pupils value and respect the opportunities they get to reflect on their lives and the lives of others. Pupils feel safe at school. They know they can speak to an adult and use strategies, such as the classroom ‘worry monster’, if they have concerns. Bullying does not happen often. Pupils have high expectations of kindness from each other.

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

Leaders know pupils well. Pupils are taught in mixed-year-group classes from Year 1. They enjoy learning and take pride in their work. Staff act quickly to identify and remove barriers to learning and attending school, especially for pupils with a disadvantage or vulnerability. This closes any gaps pupils may have in their learning. Pupils are typically prepared for their next steps. At times, learning activities do not reflect what pupils already know and can do. This means that some pupils do not make as much progress as they could.

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

Behaviour around the school is typically positive. Pupils understand what is expected of them. Social times are active and enjoyed by pupils. Pupils settle into the school day quickly and are ready to learn. Teachers use routines and reminders to help pupils refocus. Most pupils respond promptly. However, some pupils take a little too long to settle to an activity, which can result in lost learning time.

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

Pupils enjoy being active citizens. They take on leadership roles such as those of sports leaders, reading ambassadors and playground leaders. They contribute positively to the wider community, such as raising money for charities that have meaning to them.

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Next steps

Leaders should ensure that teachers use assessment effectively to select activities which maximise pupils' progress in all subjects, including personal, social and health education. Leaders should ensure that the expected behaviour routines across the school support pupils to transition between activities effectively so that they settle into learning quickly.

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Team inspectors:

CT Atwal, Ofsted Inspector Bryony Surtees, 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 Lincoln Anglican 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, Jackie Waters-Dewhurst, and overseen by a board of trustees, chaired by Jerry Woolner.

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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 the headteacher, other senior leaders and staff. They also spoke with the chair of the board of trustees, the chief executive officer of the trust and other leaders within the trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Lincoln. Its last section 48 inspection was carried out on 7 May 2025.

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About this inspection

The school has undergone a significant change since the last inspection as it has joined a multi-academy trust.

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About this inspection

The school currently uses no 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.

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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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average

2023/24 (final) 56% 61% Close to average

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national average

2022/23 (final) 58% 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

2024/25 (final) 80% 75% Close to average

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average

2023/24 (final) 78% 74% 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 (final) 78% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 69% 71% 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

2022/23 (final) 69% 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 (final) 50% 47% Close to average

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average

2022/23 (final) 38% 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 (final) 67% 63% 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 (final) 50% 59% 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

2024/25 (final) 67% 61% Close to average

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average

2022/23 (final) 50% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 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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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

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 .

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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 .

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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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