Stamford Park Primary School

What Ofsted said

From the inspection on 10 April 2024

Pupils, along with their parents and carers, are full of praise for this school. Pupils enjoy learning together. They welcome others into the learning community. Pupils are proud of how diverse their school is. They celebrate each other's differences joyfully. A typical view, expressed by many, is that 'no-one here is the same, it is nice to be different'. The school is determined for every pupil to succeed, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. These pupils benefit from the same ambitious curriculum as their peers. Pupils are encouraged to develop their resilience and independence. In the main, they do. Pupils, including those with SEND, typically achieve well. Recently, the school has raised its expectations of pupils' conduct. Pupils have risen to the challenge admirably. They co-operate during lessons and show consideration and respect as they move around the building. Pupils recognise that behaviour in the school has improved. Many pupils spoke enthusiastically about the opportunities that they have to help others in school and in the local area. For instance, they raise money for local charities. Pupils elected to the eco-council help their classmates to learn how to take care of the environment.

What the school should improve

• In a minority of subjects, the curriculum is in a state of transition. The essential knowledge that pupils should learn is not identified clearly enough, nor is it organised logically over time. This makes it difficult for pupils to build a secure body of knowledge in these subjects. The school should ensure that there is clarity about what pupils should know and remember, and in what order this learning should be delivered in these subjects.
• In some subjects, assessment strategies do not give staff an accurate understanding of how well pupils have learned the curriculum. At times, pupils develop gaps in their learning without staff being aware. The school should ensure that assessment strategies in these subjects are well matched to the knowledge in the curriculum, so that teachers accurately identify and revisit missed or forgotten learning.
• On occasions, the information that governors receive about the school does not provide a clear enough view of the quality of education in some subjects. This makes it difficult for governors to check that their intent is being fully realised. The school should ensure that improvements to the curriculum are monitored and evaluated carefully to ensure that they have the intended positive impact on pupils' achievement.

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