Stockton Wood Community Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils enjoy coming to this school. They develop warm and trusting relationships with adults and feel safe and secure. Pupils who experience barriers to their wellbeing, are disadvantaged or have special educational needs and/or disabilities are welcomed and understood. Leaders recognise the importance of working closely with families and engaging with the wider community. Pupils conduct themselves well in lessons and around the school. They are courteous and respectful. They enjoy playing with their friends and make good use of the very wide range of activities available at breaktimes. Bullying or unkind behaviour is rare, and staff deal with it effectively when it occurs. Pupils celebrate achievements together and work hard in lessons. Most pupils attend school regularly. Leaders work closely with families to secure improvements in attendance when needed. Pupils progress well through the curriculum, building up their knowledge and skills across subjects. The proportion of pupils reaching expected levels in reading, writing and mathematics by the end of Year 6 has increased year on year. Pupils develop a secure understanding of key values, such as democracy and individual liberty. They learn about the risks they may face in the wider community and how to protect themselves from these. They have opportunities to practise skills that they will need in later life. For example, they learn financial literacy skills through saving money in the school bank, learning about interest rates and customer service as older pupils act as cashiers. Pupils are well prepared for secondary school. Leaders make sure that all pupils can access the wider experiences offered, such as trips to museums, sports activities and residential visits. Pupils take their leadership responsibilities seriously, acting as effective role models for others as librarians, play leaders or school council members.

What the school should improve

• Leaders should ensure that gaps in pupils' foundational knowledge, especially in writing, are swiftly and securely closed. They should ensure that strategies used to secure this foundational knowledge are consistent and effective, leading to published outcomes that continue to improve year on year.
• Leaders should ensure that teaching across subjects is of consistently high quality so that pupils, including those who face barriers to their learning, gain detailed knowledge and skills across subjects.
• Leaders should ensure that their work to secure high-quality interactions between adults and children in the early years is embedded. They should ensure that these interactions consistently extend pupils’ vocabulary and that questioning enables children to think deeply.

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