Pirehill First School

Pirehill First School

Address: Tilling Drive, Walton, Stone, Staffordshire, ST15 0AA Unique reference number (URN): 124164

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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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Personal development and wellbeing Strong standard

Leaders have ensured that there are many opportunities outside of the curriculum to enhance pupils' wider development. Pupils learn how to recognise and tackle issues that are important to them, realising that they can impact positive change. For example, pupils wrote to their local Member of Parliament about safety on the roads around the school. This led to the appointment of a crossing warden who helps to keep pupils and their families safe before and after school. Pupils also requested new buddy benches, which were installed to help identify any pupil who might feel lonely. Pupils get the opportunity to undertake different leadership roles across the school. By supporting younger children on the playground, prefects relish the responsibility that these roles bring.

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Personal development and wellbeing Strong standard

Pupils have a secure understanding about for others and tolerance for all. Pupils live out and understand some fundamental British values. They do this by voting for school councillors to represent. They also vote democratically for table rules in classrooms. Personal, social, and health education helps pupils understand key topics. They learn to stay safe both online and offline. It also prepares them for future challenges, like moving to the local middle school when the time comes.

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Personal development and wellbeing Strong standard

The school provides clubs both at lunchtime and after school to develop interests. Leaders seek the views of pupils to ensure that there is something for everyone to enjoy. In addition to clubs that develop talents and interests, the school provides sessions that support wellbeing. These sessions meet the needs of all pupils. Everyone who could benefit is included. Pupils also enjoy a range of trips which offer new experiences while helping to bring the curriculum to life.

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Personal development and wellbeing Strong standard

The school encourages pupils and families to support one another by providing food banks and uniform banks. These items are available to anyone who needs them discreetly and without condition.

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Achievement Expected standard

Typically pupils achieve well at Pirehill. Outcomes in phonics and the multiplication tables check are steadily improving. The school teaches foundational knowledge in a coherent and sequential way. This means that pupils secure the skills necessary to become confident learners. However, for a small number of pupils, including some with special educational needs and/or disabilities, gaps remain. This is because some pupils leave lessons too regularly. There is not yet a systematic way of tracking when this happens or for how long. Some pupils do not routinely catch up on the key learning that is missed when this happens. Gaps do not always close quickly enough. This affects some pupils' readiness for their next stage of education. However, this is a specific rather than a systemic issue. Most pupils make steady and pleasing progress from their starting points, reflected in the high quality work they produce in books.

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Attendance and behaviour Expected standard

Leaders have started to analyse reasons for school absences. They do this systematically and are rightly proud of the positive attendance for most pupils. Furthermore, the school identifies barriers for those who do not attend as regularly. They use this knowledge to put well-considered strategies in place to overcome these. However, there are still a small number of pupils, particularly those who are disadvantaged or with special educational needs and/or disabilities (SEND), who are persistently absent. The school recognises that their successful attendance initiatives must now focus on these specific pupils by building on the work already started with families.

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Attendance and behaviour Expected standard

Pupils behave well throughout the school day. They have a clear understanding of the rules following a focus on clarifying expectations. Pupils say that bullying is not an issue. Pupils respect staff because staff respect pupils. They learn from positive role models and treat their peers with a similar level of respect. Leaders have analysed some aspects of behaviour incidents. Their analysis resulted in new opportunities and activities at lunchtime, reducing behaviour incidents. However, they have not yet analysed classroom incidents with the same level of detail, although these are limited in number. This is especially for pupils with SEND.

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Curriculum and teaching Expected standard

Leaders develop, adopt and adapt curriculums in school. They help pupils build knowledge in a clear and orderly way across different subjects. Typically, pupils build the basic skills and knowledge that they need in reading, writing, mathematics and letter formation to prepare them for the next stage of learning. Occasionally, these vital skills are not secured as well as they might be for pupils who face additional needs. This is because if pupils have periods of time out of lessons, or absences from school, they are not always followed by opportunities to help them catch up on lost learning. The school recognises the need to prioritise this so gaps in knowledge and skills do not widen.

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Curriculum and teaching Expected standard

Teaching helps pupils learn the intended curriculum. However, on some occasions teachers do not use assessment opportunities in lessons as effectively as they could to check that all pupils have grasped the key concepts.

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Curriculum and teaching Expected standard

Strategies ensure that all pupils, regardless of any additional need they might have, work seamlessly alongside their peers. This is because support and adaptions are effective. Staff know pupils well so they can provide the right support at the right time to help pupils feel and be successful.

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Early years Expected standard

Leaders prioritise the early years. They engage well with families and previous settings before the children start at school. This helps the youngest children in school settle quickly. It allows staff to get to know the children well, including identifying any additional needs that they might have. The curriculum has been planned, making clear links to what pupil will need to know and understand when they leave and start in key stage 1.

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Early years Expected standard

Staff in the early years interact well with pupils. These interactions help them to probe for understanding, and also deepen and consolidate learning. They are sometimes used an an opportunity to model effective spoken sentences, and to rephrase if this is what is needed at the time.

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Early years Expected standard

Pupils are able to apply their phonic knowledge to read unfamiliar texts that are matched to their stage of learning. they also get the chance to apply their knowledge of the sounds that letters make to writing simple sentences, also matched to their stage of learning. Alongside this, children develop secure understanding and knowledge across of the different areas of learning, making them well-prepared for the demand of their next stage of education. This includes pupils with special educational needs and or disabilities who are well supported from the start.

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Inclusion Expected standard

Leaders waste no time in identifying any additional needs that pupils might have. This includes working closely with families and feeder nurseries for the youngest children, ensuring that they get the help that they need straight away. The school produces carefully considered support plans to help reduce barriers to learning. These are reviewed regularly to ensure that any support adapts to changing or emerging needs. Pupils with special educational needs and/or disabilities (SEND) learn alongside their peers in the classroom. Careful adaptations and support, including skilled, caring additional adults, help make this a reality.

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Inclusion Expected standard

Some pupils face additional barriers to their wellbeing. The school supports them with the same care and precision as it does pupils with SEND. The pastoral support that the school provides positively impacts pupils, enabling them to feel safe, settled, secure and to make suitable progress from different starting points.

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Inclusion Expected standard

The school effectively utilises its additional funding to assist pupils in all aspects of school life. This funding provides access to a range of clubs, trips and extracurricular activities, while also supporting those who need extra help with their learning. These priorities create an inclusive environment where every child has the chance to succeed and thrive.

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Leadership and governance Expected standard

The new leaders have wasted no time in getting to know the school, its pupils and its families. They quickly recognised what the school already does well and what they wanted to improve further. The impact of the actions taken to bring about some of these improvements is already clear to see. The Headteacher and the team are ably supported by a skilled, committed and present governing body. They receive information about how well the school is performing in all areas. This is tested out through visits to school and discussions with pupils, staff and parents. This enables them to fulfil their duties effectively and to provide both support and appropriate challenge. The cohesive team works together in the best interests of pupils. Staff feel supported. They appreciate small differences that leaders have introduced that support workload and wellbeing. They also value the additional professional learning

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Leadership and governance Expected standard

opportunities that have arisen to ensure that staff can implement the new initiatives successfully. Leaders look beyond the school to external professionals and partners to support with this.

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Leadership and governance Expected standard

Like the staff, the school is also held in high regard by parents. Leaders are committed to working closely with parents. It has led to strong relationships in caring, nurturing community school.

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

Pupils arrive at this nurturing, child-focused school happily each day. They look forward to greeting their teachers, who they describe as kind and fun. Positive, appropriate relationships between staff and pupils help everyone to settle quickly and feel safe in school. Pupils trust that adults are there to help them and know that support will be offered promptly when needed. The school's worry boxes provide an additional, accessible way for pupils to share concerns, no matter how small, ensuring that every voice can be heard and valued.

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

Pupils behave well in lessons and during social times. The school has recently invested in new play equipment and resources after carefully considering pupils' views about improving playtimes. These additions, alongside a range of clubs, contribute to calm, enjoyable and safe playtimes where pupils can socialise positively and play together. Pupils say that bullying is not an issue at this school; like their teachers, they describe their peers as kind, respectful and fun.

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

Pupils enjoy engaging with the learning opportunities provided. Teachers adapt lessons thoughtfully to ensure that all pupils receive the right level of support and challenge. This approach encourages pupils to take pride in their work, develop confidence, and strive for success. As a result, they achieve well and are well prepared for the next stage of their education. When they leave this child-centred first school, pupils do so with positive memories and a strong foundation for future learning.

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

Leaders maintain a clear focus on inclusion and wellbeing, ensuring that every pupil is known as an individual. Parents and carers are kept well informed and value the school's open communication. Together, these strengths create a supportive community in which pupils flourish both academically and personally each day.

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Next steps

Leaders should continue to work with families to improve the attendance rates for the small number of pupils in school who are still absent too often so that the attendance figures for these pupils are reflective of the majority of pupils in school. Leaders should continue to develop pupils’ resilience for learning so that engagement is consistently strong across all subjects, with effective adaptation and support that ensures

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Team inspectors:

Jeremy Bird, Ofsted Inspector Helen Beckford-Bond, 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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Facts and figures used on inspection

This data is from 23 June 2026 that all pupils are increasingly well prepared for the next stage of education. Leaders should develop the effectiveness of formative assessment so that it provides more precise information about how well all groups of pupils understand, enabling teachers to adapt teaching accordingly. Leaders should ensure that gaps in foundational knowledge are consistently identified and addressed so that pupils with barriers to learning secure the skills needed to engage successfully with new learning.

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About this inspection

The chair of the board of governors in this school is Louise Kennedy.

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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, senior leaders, a representative from the local authority and 5 members of the the governing body, including the chair.

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About this inspection

The school currently makes use of no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher, deputy headteacher and the special educational needs co-ordinator are all new in post and new to the school this academic year.

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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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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) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

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

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national average

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

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national average

2022/23 (3 term) 14.9% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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