Stivichall Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils at Stivichall Primary School are proud to be a part of this caring community. They treat one another with kindness and respect. Everyone is welcome and valued. Pupils enjoy coming to school and have positive relationships with the adults that work with them, and with one another. Pupils attend very well, demonstrating their enthusiasm for learning and for school life. Persistent absence is rare. The caring and respectful ethos of the school means that bullying does not happen often. Pupils feel safe. Pupils feel they belong. This starts in the early years, where children quickly become part of the school family. This sense of community grows as pupils move through school. Pupils work hard and behave extremely well. Their behaviour in lessons is exemplary. This means that they learn in an environment free from disruption. This helps pupils to progress across the curriculum. They achieve very highly in national tests and learn well across a range of subjects. Many pupils produce excellent work. However, the work of some pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, is not always as high quality as that of their peers. However, by the time they leave school, pupils, including those who may face barriers to their learning, are well prepared to be successful in the next stage of their education. Pupils are confident, resilient and independent. Pupils appreciate the many opportunities and experiences that the school provides. Leaders ensure that there are no barriers to accessing these, so participation is very high. Pupils enjoy engaging in leadership positions, clubs and trips. Leaders have planned these carefully to provide a broad, joined-up experience that nurtures their talents and interests. This strengthens pupils' sense of community. They learn to appreciate their own and others' cultures.

What the school should improve

• Leaders should embed highly effective teaching across the school and across subjects so that all pupil groups, including those who are disadvantaged and those with special educational needs and/or disabilities, achieve consistently highly and produce high-quality work.
• Leaders should ensure that staff maximise opportunities for the high-quality interactions in early years across the school day to further support the development of children’s communication and language skills.

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