Staple Hill Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils are happy and safe. They are proud of their school and feel a sense of belonging. This includes pupils who face barriers to their learning. Staff build positive, caring relationships with pupils. They know pupils’ individuals needs well and build trusting partnerships with parents. Parents speak highly of the care and support that their children receive. Pupils enjoy their learning and typically achieve well. In Reception Year, children get off to a good start. Pupils of all ages receive effective teaching. The curriculum builds the foundations that pupils need in reading, writing and mathematics. As a result, they are generally well prepared for their next steps in education. This is reflected by the school's published outcomes for achievement, which are broadly in line with national averages. Pupils enjoy learning the different subjects which make up the school’s wider curriculum. For example, they speak enthusiastically about learning French and developing their skills in physical education. Pupils who need extra help to overcome challenges to their wellbeing, receive effective support and so achieve well. For instance, disadvantaged pupils typically achieve in line with their peers nationally. The school successfully identifies and meets the needs of pupils with special educational needs and/or disabilities. Pupils behave well. They have positive attitudes to learning and to each other. The school helps them celebrate their differences and promotes important values, such as respect. Bullying rarely occurs. The school resolves any unkindness or falling out well. Most pupils attend school regularly. Pupils enjoy the wider experiences the schools offers, such as residential visits. Those with leadership roles, such as class ambassadors, are proud to take on these responsibilities. Pupils learn the importance of making a positive contribution to the local community. For example, they sing for residents in a local care home.

What the school should improve

• Leaders should further improve teachers’ pedagogical knowledge and use of assessment, so that they consistently make appropriate adaptations to teaching and strengthen pupils’ achievement at all key stages.
• Leaders should reduce absence further, so that pupils have high attendance and can consistently benefit from the school’s curriculum and wider opportunities.
• Leaders should evaluate more precisely the impact of their work on pupils who face barriers to learning, so that they consistently adapt strategies and approaches to make a sustained difference to pupils.

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