Stenson Fields Primary Community School

Stenson Fields Primary Community School

Address: Heather Close, Stenson Fields, Derby, Derbyshire, DE24 3BW Unique reference number (URN): 112781

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Attendance and behaviour Expected standard

Leaders have secure systems in place to ensure that pupils attend school regularly. They are swift in their response when pupils do not attend. Leaders use attendance information to intervene and support all pupils, including those who are disadvantaged. Leaders work closely with families and provide targeted support to improve attendance. As a result, attendance for all groups of pupils continues to improve over time. Leaders ensure that bespoke strategies lead to demonstrable improvement for targeted pupils. Overall, pupils attend well.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations for pupils' behaviour. The school's behaviour policy is implemented consistently. As a result, pupils know and understand the school rules and behave well. Pupils learn in calm classrooms, free from disruption. Pupils typically demonstrate a positive commitment to their learning and show pride in their work. Pupils are confident that bullying is not tolerated in school. Leaders have created a culture where staff support pupils and protect them from all aspects of discrimination or abuse. Pupils play well together during social times. Leaders ensure that staff receive appropriate training from specialist providers to meet the complex needs of pupils. Staff provide effective pastoral support to help pupils to manage their behaviour.

p.2

Inclusion Expected standard

Leaders and staff know pupils very well. Leaders have high expectations of most pupils, including those with special educational needs and/or disabilities (SEND), pupils who are disadvantaged, those who are known to social care and those who speak English as an additional language. Leaders work closely with parents, carers and external agencies to gather key information about pupils. Leaders ensure that pupils' needs are identified swiftly and that pupils get the support that they require. Leaders use additional funding, including the pupil premium, appropriately to reduce social and emotional barriers for disadvantaged pupils.

p.2

Inclusion Expected standard

Staff benefit from focused training to meet pupils' needs, for example when developing communication and language. As a result, bespoke support for pupils with complex needs and those with barriers to their wellbeing is effective. In some lessons, additional adults provide effective support for pupils. Teachers ensure that learning is adapted and pupils are given the support to learn with their peers. However, such support is not consistent. Sometimes, teachers do not use the information they have to support pupils with SEND routinely in class. When this happens, some pupils struggle to access their learning and do not achieve as well as they should.

p.2

Leadership and governance Expected standard

Leaders know the school, the community and pupils well. They understand the school's strengths and they identify and act on the right priorities for improvement. For example, they have taken appropriate action to improve reading and mathematics. They have ensured a consistent approach to managing behaviour, which means that pupils learn in calm

p.2

Needs attention

classrooms. Leaders want to achieve the best possible outcomes and experiences for pupils and value the input from the local authority in supporting this. Leaders act in pupils' best interests.

p.3

Needs attention

Those responsible for governance have a clear understanding of their roles and responsibilities. They demonstrate a secure knowledge of the impact of the school's work, including the focus on writing. They support and challenge school leaders effectively.

p.3

Needs attention

Leaders acknowledge the changing demographics of the school. They have responded appropriately to these changes through the creation of a 'soft start' to the day, sensory provision and a nurture group for pupils with complex needs.

p.3

Needs attention

Leaders prioritise professional learning. They act as positive role models and ensure that all staff access appropriate training. The impact of this training is evident, for example, in supporting pupils who have experienced trauma and in ensuring a consistent approach to behaviour management.

p.3

Needs attention

Staff appreciate that leaders are mindful of their wellbeing. They value the protected time to carry out their responsibilities. Leaders ensure that staff's workload is manageable.

p.3

Needs attention

Parents and carers are overwhelmingly positive about the school. They comment on the warm, positive relationships with staff and the nurturing 'family feel'.

p.3

Needs attention

Leaders work collaboratively with other schools in the local area. School leaders are given the opportunity to network and share good practice. They work collaboratively with colleagues from other schools to strengthen their practice.

p.3

Achievement Needs attention

Teachers do not consistently highlight areas where pupils need to improve in their writing, for example with letter formation and spelling. Teachers' expectations of writing across the wider curriculum are not high enough. Consequently, pupils do not develop their writing skills quickly enough.

p.3

Achievement Needs attention

Some pupils are ready for the next stage in their learning. With the exception of writing, disadvantaged pupils typically achieve in line with national averages. However, pupils do not consistently achieve well in national tests at the end of key stage 2.

p.3

Achievement Needs attention

Teachers identify gaps in pupils' knowledge in early reading and provide appropriate support to help them to catch up. This results in positive outcomes in the phonics screening check. Older pupils develop accuracy and fluency with their reading.

p.3

Achievement Needs attention

Pupils across different year groups learn the intended curriculum. In some subjects, pupils talk about their learning confidently. For example, they talk about how they develop techniques in art. However, in some subjects, pupils do not remember what they have been taught.

p.3

Curriculum and teaching Needs attention

Leaders have not ensured that the curriculum is consistently well implemented. During some lessons, teachers routinely check how well pupils are learning. However, this is not always the case. At times, teaching does not take into account what pupils know and can do so that pupils progress as they should.

p.4

Curriculum and teaching Needs attention

In some classes, the curriculum meets the needs of pupils with special educational needs and/or disabilities well. However, this is variable. Teachers do not routinely adapt teaching and learning to support pupils with additional needs. This can limit the progress that these pupils make.

p.4

Curriculum and teaching Needs attention

The curriculum clearly identifies what pupils should learn across all subjects. Leaders have developed the curriculum; it is well sequenced and progressive as pupils move through the school. Leaders demonstrate a secure understanding of the quality of the curriculum and teaching.

p.4

Curriculum and teaching Needs attention

Leaders have secured improvements in the teaching of reading and mathematics. Leaders have prioritised the areas where teaching needs to improve. For example, they have introduced a new approach to writing. However, this is in its early stages and teachers do not have consistently high expectations of letter formation and handwriting. Leaders identify where provision is not as effective and ensure that appropriate support is in place.

p.4

Early years Needs attention

Leaders have not ensured that the curriculum is consistently taught well. They acknowledge that the curriculum needs further development.

p.4

Early years Needs attention

Children do not always achieve well at the end of the Reception Year. Many children are not ready for the transition to Year 1.

p.4

Early years Needs attention

There are too many occasions when staff do not make the most of the opportunities they have to develop children's learning in reading, writing and mathematics. During play, children do not routinely practise the skills that they have been taught.

p.4

Early years Needs attention

Some staff recognise the importance of developing children's communication skills. They ensure that they model new vocabulary and ask relevant questions. However, this practice is not embedded.

p.4

Early years Needs attention

The school takes the time, in partnership with parents and carers, to get to know children when they join the school. Staff know the children well. Leaders and staff quickly and accurately identify children who face barriers to their learning and/or wellbeing. Children quickly get the additional support they need.

p.4

Early years Needs attention

Children are happy and curious learners. They explore and play well together. In some areas of learning, leaders are clear about the important knowledge and skills that children need. This is particularly evident in the consistent approach to teaching early reading.

p.4

Personal development and wellbeing Needs attention

Leaders ensure that some aspects of the school's context inform their design of the personal, social, health and economic education curriculum. They ensure that the curriculum revisits key themes and includes teaching about online safety, healthy relationships and managing emotions. However, some pupils, including those with special educational needs and/or disabilities, do not benefit as much as they should from this programme. This is because it is not taught consistently well.

p.5

Personal development and wellbeing Needs attention

Pupils understand the importance of looking after their mental health. They know that they can take time out on a bean bag or choose a fidget toy if they are feeling anxious. Pupils show respect for one another and understand that unkind behaviour is not acceptable. Pupils demonstrate a secure understanding of the protected characteristics and understand that discrimination is unlawful. However, they do not have a secure understanding of fundamental British values. They demonstrate a limited understanding of different cultures.

p.5

Personal development and wellbeing Needs attention

Pupils value trips and residential visits to learn about life beyond the school. Leaders ensure that all pupils can attend. They have considered barriers to participation. Thoughtful adjustments are in place to overcome these obstacles where possible, including through the use of the pupil premium funding.

p.5

Personal development and wellbeing Needs attention

Leaders provide a wide range of extra-curricular activities to develop pupils' talents and interests. Leaders do not track the attendance at these clubs for the different groups of pupils. Consequently, work to increase the number of pupils, including those who are disadvantaged, to participate in this offer is not in place.

p.5

Personal development and wellbeing Needs attention

Pupils enjoy their leadership roles. The play leaders are able to choose pupils who use the equipment well to receive an award in the weekly celebration assembly.

p.5

Personal development and wellbeing Needs attention

Leaders' work to support pupils' wellbeing is effective. Parents, carers and pupils value the support.

p.5

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

There is a clear sense of belonging among pupils at Stenson Fields Primary Community School. Each morning, pupils enjoy a warm welcome from staff. Most pupils arrive happy and keen to start their day. Some pupils receive the support that they need for a bespoke and supportive start, which helps them to settle and to be ready to learn.

p.5

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

Pupils speak positively about their teachers. They value the care that staff show them. They know who to talk to if they have a worry and trust staff to listen and act. Pupils know and understand the 'CARES' approach to school life. They care for and support one another. Pupils value their friendships. They demonstrate respect for one another. Pupils learn that everyone should be treated with respect, regardless of their differences. However, weaknesses in the implementation of the curriculum mean that pupils do not develop securely the knowledge that they require for life in modern Britain.

p.5

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

Pupils enjoy the lunchtime games. They say that bullying is rare and they feel confident that staff will deal with it when it happens. Pupils play and socialise well together. They enjoy their time in school and attend well.

p.6

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

Pupils value their roles and responsibilities. For example, the friendship ambassadors meet and greet new visitors and help younger pupils when they are sad. Pupils behave well and value the rewards, including being star of the week and enjoying hot chocolate with the headteacher.

p.6

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

Pupils say that they enjoy learning. However, pupils, including children in the early years, do not achieve as well as they should. This is because, over time, their experiences in lessons are not always effective. In addition, some pupils with additional barriers to their learning do not routinely receive the support that they need in lessons. Consequently, they do not achieve as well as they should.

p.6

Next steps

Leaders should ensure that all staff implement consistently and effectively the new approaches to the teaching of writing, with a particular focus on developing handwriting and transcription skills. Leaders should ensure that teachers use assessment and their knowledge of pupils' barriers to learning, including those of pupils with special educational needs and/or disabilities, to assist them to adapt the curriculum and their teaching of it appropriately, to enable all pupils to build successfully on what they know. Leaders should ensure that they review and develop further the early years curriculum. In so doing, they should ensure that staff are supported to implement the early years curriculum effectively and to engage in high-quality interactions with children in the provision, so that children are supported to learn all that they need to prepare them for Year 1. Leaders should ensure that the programme to promote pupils' personal development is

p.6

Next steps

taught consistently well, so that pupils gain a secure understanding of fundamental British values and are well prepared for life in modern Britain. Leaders should further develop their work to enable all pupils to participate in the school's offer beyond the curriculum.

p.6

About this inspection

The chair of the board of governors in this school is Amy Green.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

Team inspectors:

Lisa Harrison, Ofsted Inspector Justine Roberts, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

p.7

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. 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.

p.7

What does this mean?

Inspectors spoke with the headteacher, the assistant headteachers, the early years leader, the chair of governors and members of the governing body. They also spoke with representatives from the local authority and a range of teaching and non-teaching staff. Inspectors met with a wide range of pupils from across the school during the inspection.

p.7

What does this mean?

The inspectors confirmed the following information about the school:

p.7

What does this mean?

The school provides a breakfast and after-school club.

p.7

What does this mean?

The school currently uses one registered alternative provision.

p.7

What does this mean?

There have been no significant changes since the school's last inspection, which took place in April 2022.

p.7

What does this mean?

Headteacher: Jo Sadler National average: 268

p.7

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.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school. National average: 15%

p.8

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.

p.9

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

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

p.10

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 73% 73% Close to average

p.10

average

2022/23 (final) 72% 73% Close to average

p.10

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.

p.11

mathematics

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

p.11

average

2023/24 (final) 43% 46% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (final) 57% 63% Close to average

p.11

average

2023/24 (final) 71% 62% Close to average

p.11

average

2022/23 (final) 53% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 50% 58% Close to average

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2024/25 (final) 52% 61% Close to average

p.12

average

2022/23 (final) 68% 59% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.14

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.

p.14

national average

2024/25 (3 term) 5.5% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.1% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.4% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (3 term) 13.7% 13.0% Close to average

p.15

national average

2023/24 (3 term) 13.9% 14.6% Close to average

p.15

national average

2022/23 (3 term) 14.3% 16.2% Close to average

p.15

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.16

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.16

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.16

Urgent improvement

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

p.16