Stogursey Church of England Primary School

What Ofsted said

From the inspection on 3 March 2026

Many staff, including the executive headteacher, are new to the school. Despite this, they know pupils and families well. Staff build warm, caring relationships and pupils feel happy, safe and quickly develop a sense of belonging. However, pupils’ learning experiences vary from the early years onwards. Teachers do not check understanding well enough, so misconceptions remain and gaps in knowledge persist. Pupils do not achieve as well as they should in national curriculum tests. They struggle to recall previous learning, especially in reading, writing and mathematics. This means they do not build the knowledge needed to be ready for secondary school. Disadvantaged pupils and those with special educational needs and/or disabilities are not consistently supported as well as they should be. Learning is not adapted well enough to meet their needs and this affects how well they achieve. Leaders, governors and the trust are ambitious for pupils. They have worked to manage a difficult period for the school, but their actions have not yet secured improvement quickly enough. Behaviour around the school is typically calm and purposeful. Pupils follow routines and respond well to adults’ expectations. Pupils generally learn without interruption. Older pupils support their younger peers, particularly during social times. Bullying is rare and pupils trust adults to deal with concerns swiftly. Attendance is a high priority. Leaders are relentless in their drive to support families to overcome any barriers that prevent pupils from attending well. This is starting to improve attendance rates. Pupils benefit from a range of wider opportunities that broaden their understanding of the world. Visits, including trips to museums and a castle, enrich pupils' learning experience. Visitors to the school provide pupils with an insight into different careers and possibilities for the future.

What the school should improve

• Leaders should ensure that pupils secure the important knowledge and skills they need in writing, composition, spelling and mathematical fluency.
• Leaders should make sure that staff adapt the curriculum to ensure that pupils with special educational needs and/or disabilities and those with other barriers to learning, progress well through the curriculum from their starting points.
• Leaders should ensure that pupils’ attainment in reading, writing and mathematics improves, so that pupils are well prepared for the next stage of their education.
• Leaders should support staff to develop the expertise they need to consistently develop children's language and vocabulary through high-quality interactions across all areas of the early years provision.
• Leaders and governors should monitor the impact their actions are having with greater rigour in order to tackle the weaknesses that exist, particularly with the curriculum and pupils’ achievement, so pupils are well prepared for the next stage of their education.

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