Stanbridge Primary School

What Ofsted said

From the inspection on 6 May 2026

Pupils enjoy attending this school. They talk frequently about the school values of aspiration, belonging, courage and creativity. They reflect on how these are important for both their own lives and how they treat others. This is preparing them well for adult life. Pupils and staff have warm, respectful relationships with each other. Older pupils act as positive role models. Each summer the children joining the Reception class receive a personal letter from their year 6 buddy. This welcomes children into the school community. Pupils are proud of their leadership roles. Groups, such as the values ambassadors and sports leaders, help to make the school better for everyone. The school ensures that pupils have memorable moments. These include attending camp, gardening in Stanley’s Patch and meeting guest speakers. The proportion of pupils achieving well is increasing over time. Pupils are generally well prepared for the next stage of their education. For example, pupils in the Reception class develop the independence and reading skills they need to move confidently into Year 1. Some pupils experience barriers to their learning or wellbeing, such as disadvantage or special educational needs and/or disabilities. These pupils receive suitable support to overcome these challenges successfully so that they can learn the curriculum. Pupils feel safe. They have trusted staff that they can speak to if they have any worries. Leaders set clear expectations for pupils' behaviour. Most pupils behave well and the school is generally calm and orderly. Bullying is not tolerated. Pupils are typically confident to report concerns and know that staff will help them to resolve any issues. Pupils enjoy their learning. They do not want to miss out on school experiences. Pupils know that regular attendance is important for their learning. Where pupils need additional support to improve their attendance, the school works effectively with their families to provide this.

What the school should improve

• Leaders should ensure that teachers consistently identify any misconceptions or missing knowledge that pupils may have, and address these swiftly and effectively, so that pupils have the secure knowledge that they need to move onto new learning.
• Leaders should ensure that staff design learning that builds upon what pupils already know and can do, so that their understanding of the curriculum extends and deepens.

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