St Margaret’s Church of England Primary School, Stoke Golding

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders have established a culture whereby the school resonates with a strong sense of ambition, caring values and an enjoyment of learning. The early years provision is outstanding.

Children rapidly develop skills, knowledge and positive relationships with each other and the adults who work with them. They grow in confidence and maturity and make outstanding progress so that they are very well prepared to start Key Stage 1. Pupils, staff and parents express a tremendous loyalty for the school and describe it as 'one big family'.

Staff look after pupils very well so that pupils feel safe and thrive. The behaviour of pupils is outstanding.... Their attitudes towards each other, their teachers and their work are exemplary, founded on mutual respect, high expectations of good manners and consideration for others.

Pupils make good progress from their starting points across all phases of the school. Pupils' attainment is consistently above national averages. Lessons are characterised by pupils' high levels of attentiveness.

Teachers' careful planning, thoughtful questioning and high expectations mean that pupils are motivated by, and engaged productively in, their learning. It is not yet an outstanding school because : Some pupils, especially disadvantaged pupils and high achievers, are not consistently making progress as rapidly as they are capable of, across all year groups. There is variation in how well the marking and presentation policy is used across the school.

Leaders need to develop and moderate further their newly adopted assessment schemes and ensure these can be used to assess the progress of disabled pupils and those with special educational needs compared with their peers.

Information about this school

The school is slightly smaller than the average-sized primary school. The proportion of pupils eligible for the pupil premium grant (additional government funding for disadvantaged pupils) is well below the national average.

Most pupils are from White British backgrounds. A few pupils represent minority ethnic groups. Very few pupils speak English as an additional language.

Children attend the Reception class full-time. The proportion of pupils who are disabled or have special educational needs is below the national average. The school receives external support from a national leader of education and through the local teaching alliance.

The school meets the government's floor standards, which set out the minimum expectations for attainment and progress of pupils by the end of Year 6. The headteacher took up her post at Easter 2015. Before that, the current deputy headteacher was acting headteacher for three terms.

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