Stockcross C.E. School

What Ofsted said

From the inspection on 6 January 2026

Pupils are happy and feel safe at Stockcross C.E. Primary School. They speak positively about their experiences and show a strong sense of belonging within the school community. Relationships between pupils and staff are warm and respectful. Pupils are confident that staff will support them when they need help. As a result, pupils feel valued, included and able to be themselves. This underpins their positive attitudes towards school. Behaviour across the school reflects pupils’ kindness, care and respect. Incidents of poor behaviour are infrequent. When they do occur, staff manage them calmly and effectively, so that learning is rarely disrupted. Clear routines are well established and consistently applied. This helps pupils understand what is expected of them. Pupils move sensibly around the school. They behave well in lessons and at social times. This creates a calm and orderly environment that supports learning. Pupils are keen, eager and engaged learners. They take pride in their work and participate actively in lessons. This is evident for all groups of pupils, including those with special educational needs and/or disabilities, who receive effective support to access the curriculum alongside their peers. Pupils achieve well across most subjects, building secure knowledge and skills over time. On the whole, pupils are well prepared for the next stage of their education. Pupils show responsibility and an understanding of how to contribute positively to the school community. They typically attend school well. Many take on leadership roles such as school councillors, sports leaders and house captains. Pupils in these roles help to shape school life and support others. Pupils show care and consideration for one another and work collaboratively during playtimes. This was particularly evident when pupils supported each other while playing in the snow. Together, they built snowmen, reflecting the inclusive and caring culture of the school.

What the school should improve

• Leaders should continue to refine the school's approach to teaching handwriting and spelling so pupils acquire the foundational skills and knowledge they need for writing. • Leaders should continue to embed strategies for inclusive practice so they can further raise levels of achievement, including for disadvantaged pupils. • Leaders should continue to strengthen the consistency of phonics teaching and ensure staff make full use of opportunities to deepen children’s early reading skills, communication, language and vocabulary in the early years.

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