Stapleford Abbotts Primary Academy

Stapleford Abbotts Primary Academy

Address: Stapleford Road, Stapleford Abbotts, Romford, Essex, RM4 1EJ Unique reference number (URN): 144881

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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

Many pupils achieve outcomes in national tests and assessments that are broadly in line with national averages. Additionally, work in pupils' books shows that pupils, including those who have special educational needs and/or disabilities and those who are more vulnerable, generally make suitable progress from their starting points.

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Achievement Expected standard

Generally, pupils develop secure foundations of knowledge in reading, writing and mathematics. Over time, in reading, pupils become confident and fluent readers. Additionally, pupils develop their writing skills well. They improve their vocabulary, punctuation and sentence construction over time. In mathematics, pupils make suitable progress from their starting points. Their work shows increasing accuracy and fluency in calculation. In other subjects, such as science, pupils develop the knowledge and skills they need to be ready for the next stage of their education. Typically, pupils recall and apply knowledge confidently. They explain their ideas well and make appropriate links between different subjects. Some pupils' achievement is not as good as it could be due to frequent absence.

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Curriculum and teaching Expected standard

Leaders know the quality of school’s curriculum and teaching well. They accurately identify areas for improvement when needed. They respond quickly and effectively when needed. Leaders plan the curriculum carefully. Teachers typically teach the curriculum effectively. Staff check pupils’ understanding regularly. They adjust teaching appropriately. For example, they may revisit earlier learning or move pupils on when they are ready. They make sure pupils connect new learning to what they already know. This helps pupils learn more successfully and helps most pupils to make appropriate progress across the curriculum.

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Curriculum and teaching Expected standard

Staff teach phonics through a structured programme. They sequence learning carefully and teach with skill and consistency. Staff provide regular opportunities for pupils to practise and apply their reading skills. Additionally, staff are ambitious for what pupils can achieve in writing. They follow the agreed approach consistently and effectively. They teach pupils the skills and knowledge they need to achieve well. Staff identify pupils who have not yet secured key skills in communication and language, spelling and handwriting. They provide additional targeted teaching to help pupils catch up.

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Curriculum and teaching Expected standard

In mathematics, there is some consistency in how well teachers implement some parts of the curriculum, particularly in how they help pupils explain their thinking and reasoning. Leaders have identified this as the next school priority and are taking appropriate actions to make mathematics teaching even better.

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Early years Expected standard

Leaders place a high priority on early years. They monitor the quality of teaching closely. They act swiftly to make improvements when needed. Staff consider children’s starting points when they plan learning. They identify gaps in children's knowledge quickly. They provide additional targeted teaching when required. For example, children who need extra support with reading receive additional reading sessions. This means most children, including children with special educational needs and/or disabilities, keep up with their peers. Over time, children develop secure early English skills, including reading and letter formation. They also learn early number skills. Children achieve well from their starting points.

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Early years Expected standard

Staff establish rules and routines from the start. Children understand and follow these. They behave well. Staff support children’s emotional development well. As a result, they feel safe and happy in their environment. This helps children to develop positive attitudes to learning.

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Early years Expected standard

Staff ensure that children develop a wider vocabulary, through role play and social interactions. This means children generally communicate their ideas successfully. Staff share information about pupils’ learning needs with Year 1 teachers. As a result, children move confidently into Year 1.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly. This includes pupils with special educational needs and/or disabilities (SEND) and those who may be vulnerable, such as pupils known to social care. Staff match support to pupils' identified needs. For example, some pupils may have lesson adaptations, while for others, staff may provide pastoral support. Staff use advice from external professionals when needed. This includes guidance about how to help pupils with SEND who have speech and language needs. This targeted work helps pupils to make progress from their starting points.

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Inclusion Expected standard

Staff receive training in areas such as how to adapt their teaching methods. For example, staff may use visuals to help pupils write sentences. Many adaptations help pupils work independently. As a result, pupils develop more confidence in their own abilities. Staff work in collaboration with parents and carers. They hold regular reviews of the strategies and support that are in place for pupils. This helps ensure that targets and any additional support remain relevant. It also ensures that staff respond quickly when pupils’ needs change.

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Inclusion Expected standard

Leaders use extra funding appropriately. They identify the needs of disadvantaged pupils. They match funding to those needs. Leaders focus particularly on attendance as this is the main barrier to some disadvantaged pupils' achievement. They also make sure that pupils can participate in enrichment activities that they might not otherwise be able to take part in.

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Leadership and governance Expected standard

Leaders and trustees know what the school does well and what it needs to improve further. They regularly check how well the school is performing. They use this information to decide what needs to improve and to make sure actions are having a positive impact on pupils’ education. Trustees hold leaders to account and provide appropriate support and challenge.

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Leadership and governance Expected standard

Leaders have created a culture of high expectations. Staff feel valued. They are involved in setting the direction of the school. Leaders seek staff's views and listen to their feedback. Staff value the support that they receive for their wellbeing and workload. Leaders ensure that staff's professional development is at the centre of school improvement. Leaders provide training that matches the school's priorities. They use collaboration with other schools to target this work. For example, leaders work with another school in the trust to strengthen provision for disadvantaged pupils. Leaders at all levels understand the school’s priorities and work together to achieve them. As a result, staff contribute effectively to improving outcomes for pupils.

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Leadership and governance Expected standard

Leaders engage with parents and carers and the local community. Some parents do not feel that school leaders communicate with them as effectively as they could. Leaders recognise this and are continuing to strengthen their partnership with parents and improve communication.

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Personal development and wellbeing Expected standard

Leaders provide a well-planned personal development programme. It is designed to meet pupils' needs. For example, pupils benefit from a range of clubs, visits and experiences. These include sport and curriculum-linked activities. Leaders track participation carefully. They identify pupils who need extra encouragement or support to attend these opportunities. This includes disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils with other barriers to learning and/or wellbeing. As a result, almost all pupils participate in enrichment activities. This broadens pupils’ experiences and helps them develop their interests and talents.

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Personal development and wellbeing Expected standard

Pupils understand values such as inquisitiveness and explain how these influence their daily actions. Younger pupils value the opportunity to wear a superhero cape when they demonstrate these values. This helps them recognise positive choices. Pupils also contribute to school life through leadership roles. These include the junior leadership team, safeguarding ambassadors and attendance agents. These opportunities help pupils to develop responsibility and teamwork.

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Personal development and wellbeing Expected standard

In personal, social, health and economic education, pupils learn about equality and diversity. They learn about different faiths and cultures through lessons and visits. As a result, pupils respect people whose backgrounds, beliefs and experiences differ from their own. Pupils also recall learning about significant individuals who challenged discrimination and brought about change. This helps them understand fairness. Older pupils discuss fundamental British values, including democracy and tolerance. They understand how these values relate to life in modern Britain.

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Personal development and wellbeing Expected standard

The relationships and health education curriculum develops pupils’ understanding of healthy relationships and personal safety. Pupils know how to keep themselves safe online. They explain how to report concerns, block content and use age restrictions. They also know how to recognise other risks so that they can keep themselves safe and healthy.

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Personal development and wellbeing Expected standard

Pastoral support meets pupils’ needs. Leaders use approaches that help pupils manage their feelings and emotions. Pupils access help when required. Older pupils look forward to secondary school. They demonstrate the knowledge and confidence needed for the next stage of education. Leaders continue to develop the personal development programme through careers events and further opportunities for pupils to build life skills.

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Attendance and behaviour Needs attention

Leaders recognise that attendance requires further improvement. Recently, they have strengthened their work in this area. Leaders analyse attendance information carefully. They identify and contact families when concerns arise. They involve pupils through initiatives such as attendance agents. They encourage and help parents when pupils’ attendance falls. These actions are appropriate. However, they remain at an early stage. Persistent absence remains too high, including for disadvantaged pupils. Leaders have established suitable systems, but it is too soon to see the full impact of this work.

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Attendance and behaviour Needs attention

Leaders and staff have high expectations for behaviour. Through the school's ‘Ready, Respectful, Safe’ values, staff model these expectations consistently. They reinforce these routines when this is needed. This means pupils understand what staff expect and contributes to a calm environment. Pupils generally behave well in lessons and around the school. Most pupils sustain their concentration. During social times, pupils play cooperatively and interact respectfully with adults and their peers. Pupils say that behaviour is usually positive. Pupils know what bullying is. They say it is rare. They are clear that staff deal with any bullying effectively when it occurs. Leaders monitor behaviour incidents. They provide suitable guidance and support for pupils, including pupils with special educational needs and/or disabilities, when pupils need it. For example, they may use social stories to help pupils understand their own actions and those of others.

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

Pupils are polite, respectful and courteous. They are friendly to visitors and like to talk about the progress they are making, particularly in writing. They show good manners, for example, they hold doors open for each other.

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

Pupils want to achieve highly. This is because staff motivate them well. Pupils try their best. Typically, they achieve well across the curriculum. They take pride in their work. Some pupils need additional help to complete learning tasks. Staff provide this when pupils need it. This means these pupils enjoy learning. They achieve success alongside their peers.

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

Pupils behave well. In the early years, children understand school routines. They feel happy and settled. Across the school, pupils listen to each other in class. They work calmly. Bullying happens infrequently. If it does happen, staff stop it quickly and effectively. Pupils know which staff to talk to when they have worries. Staff build positive relationships with pupils. As a result, pupils feel safe and secure. They trust staff to help them when they need support. This creates a positive environment where pupils can focus on their learning.

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

Many pupils attend school regularly. Some pupils miss school more often. When this happens, they know and remember less than they would if they attended more regularly. Staff and leaders work together to improve attendance.

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Team inspectors:

Rowena Simmons, Ofsted Inspector Alice Early, Ofsted Inspector Pupils enjoy taking on extra responsibilities. For example, school councillors help to raise money for the school and local charities. Pupils carry out these responsibilities with pride. Staff listen to pupils’ views. This helps leaders understand what pupils want to do. Pupils also enjoy a range of clubs. These clubs broaden their experiences. They also develop new interests and learn new skills. These experiences prepare pupils well for the next stage of their education.

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Next steps

Leaders should ensure that they review their strategies for improving attendance to ensure that these are being successful in reducing absence and the numbers of pupils who are persistently absent. Leaders should continue their work to ensure greater consistency in the implementation of the mathematics curriculum, so that all pupils achieve as well as possible.

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About this inspection

This school is part of The Kemnal Academies 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), Russell Hobby, and overseen by a board of trustees, chaired by Catherine McGuinness.

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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 executive headteacher, deputy headteacher, teachers, pupils and some parents and carers during the inspection. They also spoke to representatives from the governing body and trust, including the CEO.

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About this inspection

The inspectors confirmed the following information about the school: Since the previous inspection, the school has a new headteacher. The school does not currently make use of any alternative provision.

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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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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. 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 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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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) 58% 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

2024/25 (final) 79% 75% 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) 79% 72% Close to average

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average

2023/24 (final) 75% 72% 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) 71% 74% Close to average

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average

2023/24 (final) 67% 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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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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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

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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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