|Name||St George’s Church of England Aided Primary School|
|Ofsted Inspection Rating||Good|
|Address||Kesteven Road, Stamford, PE9 1SX|
|Religious Character||Church of England|
|Number of Pupils||194 (52.1% boys 47.9% girls)|
|Number of Pupils per Teacher||24.3|
|Percentage Free School Meals||14.9%|
|Percentage English is Not First Language||6.8%|
|Pupils with SEN Support||18.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (04 December 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is part of the Aspire federation of schools. The executive headteacher oversees both schools in the federation. The governing body also acts across both schools. The school has a head of school. The school receives support from the local authority through regular visits and support to arrange training. St George’s Church of England Aided Primary School is smaller than an average-sized primary school. The proportions of pupils from minority ethnic backgrounds, and of pupils who speak English as an additional language, are below those seen nationally. The proportion of disadvantaged pupils is below the national average. The proportion of pupils with SEND is below the national average.
Summary of key findings for parents and pupils
This is a good school Leaders are effective in improving standards in a wide range of aspects of the school’s work. The impact of their work is evident in the quality of teaching and the good progress pupils make. Leaders are taking effective action to address the historically poor outcomes at the end of key stage 2. Outcomes are improving rapidly. Pupils across the school, including those who are disadvantaged, make good progress in reading, writing, mathematics and other subjects. Teachers have good subject knowledge. They skilfully question pupils and plan sequences of lessons that build pupils’ depth of understanding effectively over time. Children in the early years make a good start to their school life. The proportion of children achieving a good level of development has been above the national average for the last three years. Pupils behave and conduct themselves well at all times of the school day. Relationships are positive. There is an ethos of mutual respect. Pupils’ personal development and welfare are good. Pupils are taught how to keep themselves safe and healthy. The proportions of pupils attaining the expected standards in reading, writing and mathematics at the end of key stage 1 have been close to or above the national averages for two years. Middle leaders are increasingly effective in improving the quality of teaching. However, they do not act on findings from their work as well as they could to help further improve pupils’ progress. Leaders do not check carefully enough that their initiatives are fully put into place by all staff. Teachers’ expectations of the quality of pupils’ work and the accuracy of their spelling, grammar and punctuation are not consistently high. Teachers sometimes do not ensure that pupils are as confident as they could be in applying their early reading skills in their writing. The governing body has not been as effective as it could have been in holding leaders to account for pupils’ progress and attainment, including that of those who are disadvantaged. The attendance of disadvantaged pupils is still too low.