Stalmine Primary School

What Ofsted said

From the inspection on 25 January 2023

Pupils feel happy and safe at this school. They enjoy the many activities that their teachers provide for them. For example, pupils take part in a range of clubs, including judo, film club and football. The school lies at the heart of the community and pupils are fully involved in village life. For instance, pupils designed the speed awareness posters in the village. They take part in village events, such as the lantern festival. Pupils new to the school make friends quickly. All are welcomed and treated with respect. Pupils like their teachers, and described them as kind and helpful. Pupils try their best in lessons. They meet the high expectations that leaders have for them. They play well together at playtimes. Leaders take decisive action to ensure that should bullying occur, it is dealt with promptly and appropriately. Leaders are determined that all pupils will achieve well, including pupils with special educational needs and/or disabilities (SEND). Pupils work hard and are well prepared for their next steps. Pupils know that they can share any worries or concerns with their teachers. Pupils are well supported with their health and well-being. They learn techniques to relax, for instance through yoga and reflection. Pupils benefit from access to a school counsellor, if needed.

What the school should improve

• In some subjects, subject leaders have not fully considered the knowledge that children need to develop in the early years to be prepared for later learning. This means that in these subjects, sometimes, pupils do not build their learning in a well-ordered way as they move from the early years into Year 1. Leaders should ensure that subject leaders develop their understanding of the steps in learning that children need to make in the early years to build firm foundations for later learning.
• Occasionally, teachers' expectations of pupils' work are not high enough. This means that the presentation of some pupils' work is not of a high quality. Leaders should ensure that their high ambitions for pupils are fully reflected in the presentation of the work that pupils produce.
• Some subject leaders are newer to their roles and have not fully developed their expertise. For example, they have not had enough opportunities to closely monitor the implementation of their subjects. Leaders should support subject leaders to continue to develop their expertise in leading their subject areas.

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