Malcolm Sargent Primary School

About Malcolm Sargent Primary School Browse Features

Malcolm Sargent Primary School

Name Malcolm Sargent Primary School
Ofsted Inspection Rating Good
Inspection Date 29 October 2019
Address Empingham Road, Stamford, Lincolnshire, PE9 2SR
Phone Number 01780756056
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 645 (51% boys 49% girls)
Number of Pupils per Teacher 22.9
Academy Sponsor The Malcolm Sargent Primary School
Local Authority Lincolnshire
Percentage Free School Meals 8.1%
Percentage English is Not First Language 3.7%
Persisitent Absence 2%
Pupils with SEN Support 12.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

What is it like to attend this school?

Pupils at this school receive a good standard of education. They take part in a wide range of activities. Staff have high expectations of what pupils can achieve. This is particularly so in music. The local community holds the school’s many choirs in high regard. Pupils take pride in representing their school at choral events. In art, pupils also achieve well. Teachers develop pupils’ artistic skills to a high standard. Pupils use materials such as clay, different types of paint and collage.

Pupils are polite and well mannered. They show respect for each other, staff and visitors. They are keen to exemplify the ‘Malcolm Sargent way’, the school’s standard for how pupils should behave. Pupils do not tolerate any form of discrimination. They value each other’s differences. They respect different religions, cultures and lifestyles.

The vast majority of pupils have very positive attitudes to their learning. Occasionally, a few pupils become distracted. This is usually because what teachers are asking them to do is not demanding enough. Most of the time, pupils’ good behaviour helps them to learn.

What does the school do well and what does it need to do better?

Leaders want pupils to achieve very well. They have planned an ambitious curriculum. This is particularly true in mathematics, music, art and personal, social and health education (PSHE). In these subjects, teachers plan well what pupils need to learn, to build on what they have learned before. Teachers revise pupils’ previous knowledge when they introduce new concepts. This helps pupils to remember what they have learned before, and to make links with new learning.

The school’s curriculum for early reading is strong. Pupils learn new sounds in an order that quickly helps them to read simple words. Staff revise the sounds pupils know to help them stick in the memory. Once pupils become confident readers, staff encourage them to read a wide variety of different texts. Teachers use high-quality books to hook pupils’ interest. Weaker readers receive help to read the same books as their friends.

Staff support pupils with special educational needs and/or disabilities (SEND) well. Some pupils use special equipment to help them in lessons. Teachers make changes to the tasks some pupils complete. When needed, pupils get extra help. Staff are careful that this support does not interrupt pupils’ learning in other subjects.

Teachers check what pupils know, so they can spot when pupils need more support. ‘Pick me up’ sessions provide pupils with extra help before or after a lesson. This helps pupils to take part and achieve well. Senior leaders mentor disadvantaged pupils. These pupils value this time to talk through their learning. They say it helps them to remember more.

Pupils study the full range of subjects in the national curriculum. Leaders have been reviewing what they want pupils to learn in all subjects. They have designed new subject plans with high ambitions for all pupils. Leaders have implemented these plans in most subjects. However, teachers are not yet using them in geography, history and design technology. Occasionally, teachers do not demand enough of a few pupils. They do not always adapt tasks to meet the needs of all pupils. When this happens, some pupils become distracted.

In early years, children behave exceptionally well. Children are happy. They take part in the different activities with gusto. Teachers’ planning is usually ambitious and designed to challenge children. However, occasionally, teachers do not use this planning well enough to meet the needs of all children.

The school’s programme for pupils’ personal development is well planned and delivered. Pupils have various opportunities to extend their learning. Many pupils join the school’s choirs. However, other than involvement in the school’s choirs, leaders do not regularly encourage these pupils to join in with other activities.


The arrangements for safeguarding are effective.

The school’s safeguarding team works well together to ensure that pupils are kept safe. Leaders work with families and external agencies to provide support for pupils. Staff are well trained to spot signs of potential abuse. There are clear systems in place for staff to pass on concerns to other agencies.The school’s ‘meet and greet’ system makes staff available at the beginning of the school day to meet pupils and parents and carers. Staff can deal with any concerns quickly, helping pupils to come into school ready to learn.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The curriculum in most subjects is very well designed and sequenced, but leaders have not fully implemented it in all subjects. Leaders need to ensure that in subjects such as history, geography and design technology, teachers know how to use the school’s curriculum plans to develop pupils’ subject-specific knowledge. . Occasionally, teachers’ expectations of a few pupils are not demanding enough, including in early years. Leaders must ensure that teachers adapt learning to respond to pupils’ needs and that they have high ambitions for all pupils. . The curriculum for pupils’ personal development meets the needs of the vast majority of pupils. However, disadvantaged pupils are not encouraged to participate widely in the school’s enhanced curriculum. Leaders must ensure disadvantaged pupils take part in enrichment activities to provide them with thesame breadth of opportunities as non-disadvantaged pupils.