South Stoke Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils describe this school as a place where they feel happy, known and valued. They arrive each morning to warm greetings and caring check-ins that help them settle quickly. From the early years onwards, children develop a sense of belonging and a love of learning. They play and learn together with ease, forming trusting relationships with staff who listen and respond when worries arise. Classrooms are calm, purposeful spaces where pupils behave well and show pride in their work. They rise to meet the school’s high expectations and treat one another with respect and compassion. When disagreements occur, pupils often resolve them independently. Bullying is rare, and pupils are confident that staff will act swiftly and fairly if concerns emerge. Pupils enjoy a broad curriculum and show curiosity about new learning. The youngest children become increasingly fluent readers and use phonics confidently. Recent improvements are helping pupils learn more securely, although some gaps remain in their knowledge as new approaches to the curriculum and teaching continue to embed. Staff think carefully about how to reduce barriers so that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, take part fully in lessons and wider activities. The school’s inclusive ethos is evident in every aspect of daily life. Pupils feel safe and understand how to stay safe, including online. Leadership roles give them meaningful opportunities to contribute to the school community. They talk proudly about helping younger pupils, supporting events and shaping school life. Beyond lessons, pupils take part in enriching experiences such as museum visits, music events and practical activities, including cooking or learning a brass instrument. These opportunities broaden their interests and help them discover new talents. As they move through the school, pupils grow in confidence, resilience and ambition, leaving Year 6 ready for the next stage of their education.

What the school should improve

• Leaders should ensure that the curriculum consistently identifies the precise knowledge and skills that pupils must learn as they progress through the school.
• Leaders should support staff to carefully design, select and sequence learning activities that help pupils to know and remember more across the curriculum.
• Leaders should ensure that teachers develop skills to identify and address gaps in pupils' knowledge of the curriculum to enable pupils to achieve consistently well.

Read the full Ofsted report (opens in a new tab)