Stockham Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils enjoy being part of this welcoming and inclusive school. They feel safe, cared for and valued. Positive relationships sit at the heart of school life. Staff know pupils well and provide the care and support they need to thrive. Pupils trust adults and know who to speak to if they have a concern. They are confident that adults will listen and help. Behaviour is calm and respectful. Pupils understand the expectations to be ready, respectful and safe. They say behaviour has improved and appreciate the support available for pupils who need additional help. Bullying is uncommon. Pupils understand what bullying is and trust staff to deal with concerns quickly. This helps create a safe and orderly environment where pupils can learn. Leaders place inclusion and wellbeing at the centre of their work. Provision, such as the Bungalow and Red Kites class, helps pupils overcome barriers and engage successfully with school. Staff work closely with families and external agencies to provide personalised support. Pupils with additional needs feel included and take part in school life alongside their peers. Pupils benefit from a wide range of opportunities beyond the classroom. They enjoy clubs, trips, visitors and residential experiences. Activities, such as football, choir, art, karate, golf and Forest School, help pupils discover new interests and develop confidence. Leaders ensure that disadvantaged and vulnerable pupils can access these opportunities through tailored support where needed. However, pupils do not achieve as well as they should. Outcomes in reading, writing and mathematics remain too low, particularly by the end of key stage 2. Disadvantaged pupils do not achieve well enough, and gaps are not closing quickly enough. While leaders have begun to improve teaching and support, these changes are not yet fully embedded. The school has undergone rapid improvement, but this is not yet reflected in published outcomes. As a result, too many pupils are not as well prepared for the next stage of their education as they should be.

What the school should improve

• Leaders should ensure that the needs of pupils with special educational needs and/or disabilities, and disadvantaged pupils are identified precisely to inform teaching and enables them to achieve well.
• Leaders should continue their work strengthening the curriculum, so it is of a consistently high quality, especially in the wider curriculum subjects and early years, so that pupils develop the detailed knowledge and skills they need to succeed for the next stage of learning.
• Leaders should ensure that staff identify gaps in pupils’ knowledge and skills with greater precision and take effective action to address them, so that pupils learn and remember the curriculum as intended.
• Governors should sharpen their understanding of the effectiveness of leaders’ actions in improving outcomes, particularly for the most disadvantaged pupils, so that they can hold leaders to account more effectively.

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