Stockton Primary School

Stockton Primary School

Address: School Street, Stockton, Southam, Warwickshire, CV47 8JE Unique reference number (URN): 143497

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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 prioritise pupils' attendance and maintain accurate oversight of patterns and trends. Staff work positively with families and act quickly when concerns emerge. Leaders analyse attendance information carefully. They provide tailored support for pupils who face barriers to regular attendance. This effective, relational approach results in attendance that is consistently above national averages. This includes pupils who experience, or might have previously experienced, barriers to attending school. Leaders work sensitively but determinedly if pupils do not arrive in school. They recognises this as part of the school's wider suite of processes for keeping pupils safe.

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Attendance and behaviour Expected standard

Relationships between staff and pupils are warm and respectful. Pupils behave appropriately around the school. They usually show a real interest in engaging with learning opportunities. However, when learning activities are not precisely matched to what pupils know and can do, the positive behaviour typically seen can decline. Occasionally, this leads to some pupils becoming disengaged, distracted or displaying low level disruption. Staff apply behaviour systems consistently. Pupils understand expectations well. Suspensions are rare. Leaders support pupils with complex behavioural needs effectively. Bullying is uncommon. Staff resolve concerns quickly. Pupils trust adults to listen to them and to help them.

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Leadership and governance Expected standard

Leaders understand the school’s context and care deeply about the community that they serve. They demonstrate an accurate understanding of the school’s strengths and areas requiring improvement. Leaders have identified appropriate priorities linked to teaching, phonics, curriculum implementation and the early years. The school's context in terms of its size and the recent change in staffing in parts of the school, have led to a delay in how quickly the actions taken to improve these are having impact. The high expectations for teaching and learning that leaders have are not yet implemented consistently across the school. Governors and trust leaders recognise the increased leadership burden that comes from leading a small school with a very small team. They also understand the challenges created by staffing instability. However, they remain committed to the school’s values. They have also supported initiatives designed to meet pupils’ changing needs, including the

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Leadership and governance Expected standard

development of the additional provision, 'The Nest'.

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Leadership and governance Expected standard

Leaders promote a caring and supportive culture for staff. Staff feel valued by leaders and speak positively about the support they receive both professionally and personally. Relationships across the school community are consistently positive. The school is held in very high regard by parents and carers. They are overwhelmingly appreciative of the care, guidance and education that their children receive.

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Personal development and wellbeing Expected standard

Leaders have established a thoughtful programme for personal development that supports pupils’ wider growth effectively. Pupils learn about relationships, difference and life in

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Needs attention

modern Britain through the personal, social, health and economic education curriculum. They enjoy opportunities beyond the academic, such as sport, music and the arts. These help pupils to develop their confidence and discover new interests. Pupils benefit from a broad range of visits and experiences. For example, visits and workshops broaden pupils’ understanding of different cultures and traditions. Leaders remove financial barriers so that all pupils can participate in these experiences fully.

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Needs attention

Pupils value opportunities to contribute to school life through leadership roles and pupil voice activities. These additional opportunities are available to all pupils. Leaders listen carefully to pupils’ views. Pupils recognise that they can positively influence aspects of school life. They engage thoughtfully and proactively. An example of this is the school listening to pupils' suggestions for fundraising. Activities suggested and agreed include making and then selling homemade lemonade for the school community. They have also arranged quizzes and competitions that help to further unite the community. The proceeds from events such as these are then used to purchase additional school resources. Pupils learn about relationships and families in an age-appropriate way and most can discuss this in a mature and considered way.

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Needs attention

Support for pupils social and emotional development is a significant strength of the school. Staff know pupils and families very well. They respond sensitively to pupils’ needs. Pupils feel cared for and included. Staff are positive role models and demonstrate the school's values. Pupils replicate these well. Leaders further support pupils’ development effectively through links with the local church and opportunities to learn about different faiths and beliefs. This helps pupils to gain an understanding of the world beyond school.

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Achievement Needs attention

Published outcomes indicate that many pupils achieve in line with national averages, including a higher proportion achieving greater depth in some areas. However, current pupils are not consistently building the knowledge and skills that they need to help them to achieve well across the curriculum. Children in the early years are not supported as well as they could be to secure important communication, language, writing and early reading understanding. Across the school, too many pupils have gaps in their knowledge that are not addressed quickly enough. This is particularly the case for disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who face additional barriers to their learning.

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Achievement Needs attention

Staff care for pupils who face barriers to their wellbeing well. They help them to feel safe, settled and included. This is a positive aspect of the school's work. However, this positive support for pupils' social and emotional development does not translate into consistent academic success. Teachers do not always identify pupils’ starting points accurately enough or adapt learning precisely enough to help pupils to catch-up quickly.

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Curriculum and teaching Needs attention

Leaders have identified the right priorities for improvement in curriculum design, teaching and the use of assessment. They demonstrate an accurate understanding of the areas of the school’s work that needs further strengthening. Leaders recognise that teaching and curriculum implementation are not consistently effective across the school. In some subjects, the curriculum schemes support teachers to build pupils' learning in a logical order. However, in other instances the school's bespoke schemes, do not always enable pupils to build key knowledge coherently over time. Consequently, pupils do not consistently develop a secure understanding across all curriculum subjects.

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Curriculum and teaching Needs attention

Teaching is variable. Staff do not always use assessment effectively to identify misconceptions or adapt learning closely enough to pupils’ starting points. Although staff make suitable adjustments for pupils with special educational needs and/or disabilities, these strategies are not implemented consistently enough to maximise impact on pupils' learning. In mixed-age classes, pupils sometimes complete similar work regardless of differing levels of understanding. This limits how well learning meets pupils’ needs. Inconsistencies in the teaching of phonics hinders some pupils from developing fluency and confidence in reading, and reading books are not always closely matched to pupils’ phonics knowledge. Staff do not consistently address errors in spelling, handwriting and letter formation. As a result, some pupils develop insecure foundations that affect their later learning.

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Early years Needs attention

Leaders have recently made changes to the early years provision, including staffing structures. However, these changes have not yet had sufficient time to secure the improvements that leaders have rightly identified as priorities. Children are safe, cared for well and settle quickly into established routines. They develop positive relationships with adults and generally enjoy their learning. Provision in the Nursery Year supports children effectively and helps prepare them for the next stage of education. Staff often use questioning and interactions appropriately to extend children’s language, communication and thinking. However, this practice is not yet consistent across all aspects of provision.

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Early years Needs attention

Assessment information is not always used precisely enough to identify children’s next steps in learning. Consequently, activities do not routinely match children’s developmental needs. The outdoor learning environment is not developed as well as it could be. This means that it does not contribute sufficiently well to learning across each area of learning. When adult- directed activities are not precisely matched to children’s stage of development, it occasionally results in frustration and disengagement. When phonics teaching is not as effective as it could be, children do not develop secure foundations in early reading quickly enough. As a result, some children are not fully prepared for the demands of Year 1.

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Inclusion Needs attention

Some disadvantaged pupils and those with special educational needs and/or disabilities (SEND) do not make the progress they should. Leaders have prioritised reading and phonics within the pupil premium strategy. However, this work is not yet securing consistently strong outcomes. Staff do not adapt learning with enough precision to close gaps in knowledge and understanding, or to move learning on for those pupils who are ready. As a result, work does not consistently build on what pupils already know and can do. This limits their ability to apply skills across different subjects and contexts.

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Inclusion Needs attention

Leaders and staff work together to identify barriers to learning and well-being. Assessment is regular and drives next steps. Leaders act quickly while waiting for external reports. The school creates individual plans that set clear priorities for pupils’ progress. However, these plans, and the advice that supports them, are not used consistently in classrooms. As a result, support does not always improve pupils’ outcomes.

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Inclusion Needs attention

The school works well with external agencies, including educational psychologists and speech and language therapists. This ensures pupils receive targeted support when they need it the most. Leaders also check the quality of alternative provision carefully and ensure placements meet pupils’ needs.

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

Pupils arrive at school happily each day. They are welcomed into a caring community where they feel known, valued and safe. Staff build warm and trusting relationships with pupils and their families. Older pupils routinely support younger pupils to settle into school life. Pupils know that adults listen to them and help them when they have worries. They feel that staff care about them and help them to feel included. Pupils behave politely and respectfully around the school. They understand the school’s routines and usually follow them well. Bullying is uncommon. When it does happen, pupils trust staff to deal with it quickly and fairly. Pupils attend school regularly. Staff work closely with families to remove barriers to regular attendance. Relationships with parents and carers are positive and supportive. Pupils who have previously found attending school difficult are helped sensitively to re- engage with school.

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

Historically, pupils leave the school achieving well in statutory tests. However, this picture of achievement is not currently consistent across the school. At times, learning does not build carefully enough on what pupils already know and can do. This is particularly evident in some aspects of reading and phonics teaching. Consequently, some pupils do not develop secure foundations in communication, reading and writing as quickly as they should.

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

Pupils enjoy the wider opportunities available to them. Clubs, sporting activities and experiences beyond the academic help pupils to develop their confidence and interests. They value opportunities in the arts, including seeing their work displayed in local galleries. Pupils also enjoy taking responsibility through roles such as being school council representatives and head boy or girl.

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Team inspectors:

Rebecca Cox, Ofsted Inspector Paul Newby, His Majesty's Inspector

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Next steps

Leaders should ensure that teaching and assessment build consistently on pupils’ starting points so that pupils, particularly disadvantaged pupils and pupils with special educational needs and/or disabilities, make improved progress through the curriculum. Leaders should ensure that the teaching of phonics, reading and early writing is implemented consistently well so that pupils develop secure foundations from the start of school. Leaders should ensure that assessment and curriculum implementation in the early years, particularly in the Reception Year, support children to build knowledge and skills progressively over time. Leaders and those responsible for governance should ensure that staffing structures in school enable leaders to monitor provision, to help secure improvements, more regularly. Leaders, and those responsible for governance, should ensure that their systems enable improvement. This includes ensuring that resources required to improve the school are

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About this inspection

This school is part of Stowe Valley 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), Ranjit Samra, and overseen by a board of trustees, chaired by Clare Chevvasut.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, the assistant headteacher, members of the trust's central team and the CEO. They also met with trustees, including the chair, and members of the local governing board during the inspection.

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About this inspection

The school currently makes use of one registered alternative provision.

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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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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. National average: 26.3%

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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) 55% 61% 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) 73% 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) 76% 72% Close to average

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average

2023/24 (final) 68% 72% Close to average

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average

2022/23 (final) 77% 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

2024/25 (final) 81% 74% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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

2022/23 (final) S 59% S ‘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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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.

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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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Urgent improvement

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