Stanton Primary School

What Ofsted said

From the inspection on 28 April 2026

This school has a warm and welcoming ethos. Pupils attend regularly and arrive each day ready to learn. Pupils are proud of the positive contributions they can make to their school community. Pupils are polite and courteous. They demonstrate the school’s ‘PRIDE’ values well. Pupils value the kind and caring approach of staff. The school is a safe place for pupils to learn and develop. Pupils have trusted adults who will listen and help if pupils have any worries, for example about friendships or bullying. This helps them to develop well and thrive. Pupils generally behave well in lessons and around school. Playtimes are busy, energetic social times. Pupils benefit from the well-equipped, attractive outdoor spaces that promote their fitness and wellbeing very well. Pupils are proud to help each other as ‘active champions’, ‘mental health champions’ and the ‘pupil voice’ school council. This helps them to develop qualities of independence and kindness. The school provides a thoughtfully planned programme of activities, trips and visitors to enrich pupils’ experiences. These opportunities serve to broaden pupils’ awareness of the world beyond their locality. Pupils enjoy their learning. Disadvantaged pupils and those with special educational needs and/or disabilities receive support in lessons that helps them to overcome barriers to learning. These pupils generally make progress from their starting points. However, by the end of Year 6, pupils overall do not achieve as well as they should in reading, writing and mathematics. There are some inconsistencies in teaching that hinder how well some pupils achieve. Leaders have not responded quickly enough to the school’s changing context over recent years. This has had an impact on pupils' achievement.

What the school should improve

• Leaders should take action to improve achievement in reading, writing and mathematics to be at least in line with national averages by the end of Year 6.
• Leaders should ensure that pupils of all ages who are at the early stages of learning to read receive regular, systematic phonics teaching.
• Leaders should ensure that the well-planned curriculum is taught consistently well in all subjects and year groups, so that pupils secure the essential knowledge and skills they need for their next steps.
• Leaders, including those with responsibility for governance, should ensure that they have an accurate view of the areas of the school that need to improve, in order to enhance the support and challenge that they provide to leaders.

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