Stanford Primary School

Overview

Stanford Infant School is judged as ‘Good’ across all inspection categories, marking a change from its previous ‘Outstanding’ rating under an older framework. The report describes a community where pupils feel safe, happy, and proud, supported by staff who are “fully committed to developing well-rounded individuals.” Leaders are described as “ambitious and united,” fostering a positive culture where staff feel valued and pupils are encouraged to be “courageous and kind.”

Strengths

• Pupils are taught to read from Reception, with most becoming “fluent readers” quickly; those needing extra help are “well supported at school by knowledgeable adults.”
• Teachers possess “strong subject knowledge” and, alongside skilled teaching assistants, help pupils grasp complex content in subjects like mathematics and physical education.
• Pupils with special educational needs and/or disabilities are “well supported” to access the curriculum, with leaders carefully monitoring progress to adapt interventions.
• Behaviour is positive, with pupils understanding routines, knowing what bullying is, and feeling confident that adults deal with issues “quickly.”
• The curriculum includes sensitive teaching on inclusivity and safety, giving pupils opportunities to discuss ideas and ask questions.

Areas to improve

• Leaders must ensure all pupils access appropriate reading opportunities at school and home, as some books and activities are not “closely focused on supporting them to become more confident and fluent readers.”
• In some foundation subjects, key knowledge is not clearly planned; leaders need to ensure lesson activities are “more consistently matched to what pupils need to know and remember.”
• Approaches to identify misconceptions in subjects like design and technology are at an “earlier stage of development” and require refinement.

Safeguarding

The arrangements for safeguarding are effective, with strong systems in place, staff who are “alert to any signs that pupils might be at risk of harm,” and close collaboration with families and external agencies.