Stanburn Primary School

Stanburn Primary School

Address: Abercorn Road, Stanmore, HA7 2PJ Unique reference number (URN): 102214

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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 Strong standard

Pupils achieve highly in national tests and examinations. Published outcomes show that they consistently achieve well above national averages in reading, writing and mathematics. Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve equally highly and achieve above national averages compared to similar groups. Pupils make significant progress from their starting points. This includes children in the early years.

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Achievement Strong standard

Younger pupils learning phonics achieve very highly and quickly learn to read fluently and enjoy reading. Pupils consistently do very well in their multiplication tables check and develop considerable mathematical knowledge to build upon.

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Achievement Strong standard

Pupils develop secure knowledge across the curriculum. This is particularly evident in the core subjects, where they produce high-quality work. Leaders ensure that pupils develop the knowledge and skills they need. Pupils are very well prepared for the next stage of their education.

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Early years Strong standard

Leaders have extensive knowledge of the early years. The curriculum is thoughtfully designed and includes imaginative activities that capture children's interests and encourage curiosity about the world around them. This includes the Nursery class, which is a recent addition to the school.

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Early years Strong standard

Staff make careful decisions about the activities they provide, including opportunities for enrichment. For example, children enthusiastically discuss as pairs a recent trip to a model village, while others locate countries involved in the international sports competitions on a world map using magnifying glasses.

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Early years Strong standard

The school has a creative and engaging environment, both indoors and outdoors. Well- selected resources help children develop physical skills alongside wider learning. Children engage deeply in activities and develop impressive levels of concentration. They are happy and learn successfully through play. For example, children explore shapes by handling clay and creating bubbles.

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Early years Strong standard

Staff maximise opportunities to develop children's communication skills. During role-play activities, children pretend to make ice creams, using vocabulary such as ‘scoop’ and ‘press’ while discussing flavours.

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Early years Strong standard

Staff effectively prioritise early reading, writing and mathematics. They identify gaps swiftly and provide effective support for children who need it. Children make excellent progress. They also develop resilience with support from the school's dinosaur characters ‘Exploradon, Thinkaraptor and Triasaur’. Children are well prepared for their transition into Year 1.

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Inclusion Strong standard

Leaders and staff have established an inclusive culture across the school. This includes a diverse curriculum and enrichment events such as the religious and cultural festivals on offer. These both celebrate difference and ensure that pupils feel a sense of belonging.

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Inclusion Strong standard

Staff know pupils well and quickly understand their needs. Leaders work closely with families to put effective support in place so that pupils can achieve their potential. Pupils with special educational needs and /or disabilities, including those who face barriers to learning, learn the same broad and ambitious curriculum as their peers. Pupils in the resourced provision join classes when appropriate. At other times, they follow a bespoke curriculum that develops important life skills. This curriculum continues to evolve, meets pupils' needs and is delivered by highly trained staff.

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Inclusion Strong standard

Leaders have high aspirations for all pupils. Disadvantaged pupils achieve highly and participate fully in school life. Leaders use additional funding effectively to widen opportunities and provide targeted support.

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Inclusion Strong standard

Children's wellbeing and care is a priority. Wellbeing mentors work alongside staff to provide nurturing support. Leaders provide professional development which deepens staff understanding of pupils' needs, emotional regulation strategies and appropriate adaptations to help pupils overcome barriers to learning. Alternative provision is used appropriately for a small number of pupils.

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Leadership and governance Strong standard

Leaders are ambitious for the school. They provide meaningful opportunities for staff, governors and parents and carers to share their views. This collaborative approach helps drive improvement and creates a genuine sense of community. Leaders have a detailed understanding of the school's provision. They know its strengths and priorities for development. This is reflected in the high outcomes achieved by pupils.

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Leadership and governance Strong standard

The school's vision is well understood and embedded throughout the school. Leaders are clear about their priorities and are open to challenge. As a result, staff and parents and carers support the school's culture and values.

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Leadership and governance Strong standard

Leadership capacity has been developed at all levels. Leaders share the same strategic approach and evaluate the impact of their work effectively. Staff feel valued and supported with their workload and wellbeing. Leaders prioritise professional development, which has a positive impact on practice. Staff morale is high.

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Leadership and governance Strong standard

Parents and carers speak very positively about the school. They value the nurturing support, extensive enrichment opportunities and the pride their children have in being part of the school. Communication with parents and carers is thorough through daily emails, workshops, events and the parent ambassador group. This enables families to work in partnership with the school and remain well informed about their children's progress.

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Leadership and governance Strong standard

Leaders and governors work effectively together to keep pupils safe and maintain high aspirations. Governors fulfil their statutory responsibilities and are committed to serving the

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Expected standard

school community. They provide support while also holding leaders to account. This professional culture ensures that pupils remain at the centre of decision-making.

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Personal development and wellbeing Strong standard

The school’s personal development programme is extensive and carefully tailored to the school’s context and pupils’ aspirations. The school uses bespoke areas of personal development: ‘5 for Five,’ to help pupils develop their confidence and resilience, as well as their sense of self, community and cultural understanding. These are underpinned by the school's vision. Trips, events, assemblies and opportunities are carefully linked so that they are purposeful and have great impact. The programme is an entitlement for every pupil. Leaders meticulously track participation. They use additional funding to ensure that disadvantaged pupils take full advantage of the offer.

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Personal development and wellbeing Strong standard

Pupils have a range of extensive opportunities that broaden their experiences and enable them to develop their talents and interests in areas such as the arts, music and sport. These include clubs such as ballet, fencing and chess, alongside the school podcast, Duke of Edinburgh, enterprise projects and events to celebrate neurodiversity and different religious festivals. Pupils visit different places of worship, and have numerous opportunities for trips including the royal courts of justice and the school’s own World War 2 shelter.

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Personal development and wellbeing Strong standard

Leaders place a clear emphasis on physical and mental wellbeing. This is reflected in their wellbeing mentor provision, healthy living initiatives and targeted family support. Pupils develop a thorough understanding of how to keep themselves safe, including online. They learn about healthy relationships and financial literacy through the teaching of personal, social, health and economic education (PSHE). Leaders have adapted programmes sensitively to meet the needs of their school community while maintaining curriculum coverage.

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Personal development and wellbeing Strong standard

There are numerous leadership roles for pupils, particularly in the upper school. These include prefects, 'eco warriors' and house captains. Pupils take part in charity events and learn empathy for others. Diversity is celebrated and learning about respect for others is woven through both the curriculum and wider enrichment events. Pupils are well-prepared for their next steps and careers week gives them added inspiration.

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Attendance and behaviour Expected standard

Pupils’ attend school well. This includes disadvantaged pupils. Pupils understand the importance of attending school. Attendance is broadly in line with national averages. Leaders work closely with parents and carers and take time to understand the barriers individual pupils face. They provide effective support to help pupils overcome these barriers. Leaders use a range of strategies to promote positive attendance. The evaluation of these approaches does not clearly identify which strategies have the greatest impact. Pupils are polite, respectful and courteous. Leaders have high expectations for behaviour, rooted in the school's values. Pupils understand the school rules and know they are applied fairly. Children in the early years quickly learn kindness and important social skills. Older pupils are highly engaged in lessons and enjoy learning.

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Attendance and behaviour Expected standard

Pupils benefit from positive relationships with staff who know them well. Staff make appropriate adjustments when needed and help pupils reflect on mistakes and make positive choices in the future. Bullying is rare. When incidents occur, leaders deal with them swiftly and thoroughly. When positive handling is used, leaders should ensure this is recorded in a more timely manner and communicated quickly to parents.

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Curriculum and teaching Expected standard

The curriculum is ambitious for pupils. It is enriched by resources, activities and educational visits, helping learning become memorable and meaningful for pupils. Leaders carefully map the knowledge pupils need to learn and when they need to learn it. They provide effective professional development, ensuring teachers have secure subject knowledge.

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Curriculum and teaching Expected standard

Reading and mathematics are clear priorities. Pupils secure their knowledge quickly and are given opportunities to practise and apply their mathematical understanding. Teachers deliver the phonics programme consistently well. Pupils who need additional support receive expert help and quickly become fluent readers. Children begin to develop a love of reading from the early years through carefully chosen books and stories.

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Curriculum and teaching Expected standard

Writing is taught effectively in English lessons. Nevertheless, expectations for writing are not consistently high across all subjects. As a result, there are times when pupils do not reach the high standards of handwriting or apply spelling, punctuation and grammar accurately, including the spelling of important subject vocabulary.

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Curriculum and teaching Expected standard

Teachers explain new learning clearly. They usually check pupils' understanding effectively and address misconceptions. Teachers know disadvantaged pupils and pupils with special educational needs and/or disabilities well and make appropriate adjustments when needed to support their learning. At times, these adaptations could be better matched to pupils' needs. Teachers maintain high expectations for all pupils, including those in the resourced provision.

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

Pupils thrive at this inclusive and welcoming school. There are high expectations for all pupils, who quickly build a distinct sense of belonging. The school lives out its vision to provide pupils with ‘endless possibilities’ and supports them to believe in themselves and achieve. Pupils attend school readily and are proud to be pupils here. They enjoy their learning and celebrate difference.

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

Pupils benefit from an ambitious curriculum. They make excellent progress from their starting points and are thoroughly prepared for the next stage of their education. By the time pupils leave the school, they achieve outcomes in national tests that are above national averages.

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

Pupils flourish in an environment where they feel safe and included. Staff work together to support and care for pupils who may have barriers to their learning or wellbeing. Well- established routines for learning begin in the early years. In class, teachers adapt learning to enable pupils with special educational needs and/or disabilities to access the same learning as their peers. Pupils receive the same high levels of care in the new additionally resourced provision for those with moderate learning difficulties. Pupils behave well and contribute to the school's calm, purposeful and respectful culture. Bullying is rare. If it occurs, staff deal with it effectively.

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

The school provides numerous opportunities to broaden and extend pupils’ learning. For example, pupils take part in art exhibitions, sporting competitions, musical performances and pupil parliament. They can choose from clubs such as Mandarin, gardening, musical theatre or chess. This rich offering helps to foster pupils’ talents and interests, as well as enhance their learning. Pupils learn to be resilient, confident and compassionate individuals, while also aiming high.

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Next steps

Leaders need to more precisely measure and evaluate the impact of actions taken to improve attendance, ensuring that effective strategies can be identified and sustained. The recording of positive handling incidents and the timeliness of communication with parents and carers need to be more rigorous and consistent. Leaders should refine their work on improving pupils’ writing by ensuring that expectations are consistently high across the curriculum with a particular focus on spelling, punctuation and grammar.

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About this inspection

The chair of the board of governors in this school is Priya Patel.

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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, staff, parents and pupils during the inspection.

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About this inspection

Inspectors confirmed the following Information about the school:

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About this inspection

The school includes provision for pupils with moderate learning difficulties in their ARMS unit. This opened in February 2024. All pupils in the unit have an education health and care

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Team inspectors:

Nell Nicholson, Ofsted Inspector Rob Fenton, Ofsted Inspector Curtis Sweetingham, Ofsted Inspector Seamus Gibbons, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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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School capacity

The school currently makes use of 1 alternative provision, in the form of a tuition service.

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School capacity

The school has undergone a significant change since the last inspection. The school has a new headteacher and chair of governors. The school also has opened their nursery to take children from the age of 3 in September 2025, and the ARMS unit for pupils with moderate learning difficulties in 2024.

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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 6 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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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average

2022/23 (final) 40% 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

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 47% 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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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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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) 5.9% 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

2024/25 (3 term) 13.3% 13.0% Close to average

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national average

2023/24 (3 term) 12.5% 14.6% Close to average

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national average

2022/23 (3 term) 16.4% 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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