St Leonard’s CofE (VA) First School

About St Leonard’s CofE (VA) First School Browse Features

St Leonard’s CofE (VA) First School


Name St Leonard’s CofE (VA) First School
Ofsted Inspection Rating Requires improvement
Inspection Date 29 January 2019
Address Ipstones, Stoke-on-Trent, Staffordshire, ST10 2LY
Phone Number 01538266292
Type Primary
Age Range 5-9
Religious Character Church of England
Gender Mixed
Number of Pupils 38 (28% boys 72% girls)
Local Authority Staffordshire
Percentage Free School Meals 0%
Pupils with SEN Support 13.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much smaller than the average-sized school. The chair of governors resigned from her role just before the inspection. All pupils are from White backgrounds. No pupils speak English as an additional language. There were no disadvantaged pupils attending the school at the time of the inspection, and very small numbers in previous years. The proportion of pupils with SEND is well below the national average. There are no pupils with an education, health and care plan. Children in the early years class attend full time. In the mornings, most of the Reception Year is taught in a separate class, with a second class having a mixture of Year 1 and Reception children. In the afternoons, all Reception Year children and Year 1 pupils are taught in one class. There is another class in which pupils from Years 2, 3 and 4 are taught together.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have not made enough improvements to the quality of teaching or pupils’ achievement. This is because leaders’ checks on these aspects of the school’s work have not been accurate. As a result, their view of how well the school is doing in these areas is too positive. Sometimes, too many areas for improvement are tackled at once. Although pupils are safe, some staff’s understanding of safeguarding is not as up to date as it needs to be. Some staff are not clear about some of the procedures to follow. Governors’ checks on safeguarding have not identified these shortcomings. Therefore, leaders have not provided specific training to improve staff understanding. The school has not fully implemented the government’s ‘Prevent’ duty. Children do not achieve as well as they should in the early years. Teachers are not taking full account of the children’s previous achievements. Teaching does not challenge children because staff expectations are not high enough. Also, independent activities are limited in quality and challenge. The teaching of reading and writing does not ensure that pupils achieve the standards they should. Pupils have limited opportunities to write, particularly in different subject areas. The teaching of phonics requires improvement. Teachers’ expectations of what pupils should achieve in phonics are not high enough. Pupils also have limited opportunities to apply their understanding of phonics to help their reading and writing. The school has the following strengths Pupils behave well. They are confident and courteous. Pupils enjoy coming to school; the range of activities offered captures their interest. The school promotes healthy lifestyles and physical activity very well. Pupils understand the importance of eating healthily, and they enthusiastically take part in physical activities. The staff are very caring. As a result, pupils are very happy at the school and feel safe. Parents value this aspect of the school’s work highly. Pupils’ attendance is above the national average and very few pupils are frequently absent. Pupils come to school on time.