Stanford-Le-Hope Primary School

About Stanford-Le-Hope Primary School Browse Features

Stanford-Le-Hope Primary School


Name Stanford-Le-Hope Primary School
Website http://www.stanfordlehopeprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 26 April 2017
Address Copland Road, Stanford-le-Hope, Essex, SS17 0DF
Phone Number 01375672066
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 442 (52% boys 48% girls)
Number of Pupils per Teacher 27.6
Academy Sponsor Osborne Co-Operative Academy Trust
Local Authority Thurrock
Percentage Free School Meals 15.5%
Percentage English is Not First Language 9.7%
Persisitent Absence 8.2%
Pupils with SEN Support 9.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Stanford-Le-Hope Primary School became a sponsor-led academy on 1 June 2013 as part of the St Clere’s Co-operative Academy Trust. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school meets the government’s current floor standards. Stanford-Le-Hope Primary School is larger than the average primary school. Children in the Nursery classes attend part time. Children in the Reception classes attend full time. Pupils are taught in two classes per year group. Most pupils are of White British heritage. The proportion of pupils identified as having special educational needs and/or disabilities is below average compared to similar schools nationally. The school hosts a specially resourced provision for up to seven pupils of primary age who are visually impaired. Most of these pupils come from Thurrock. Six of the seven designated spaces are currently filled. Several Nursery spaces are reserved for children who have complex learning and behavioural needs who are placed at the school on an observation and assessment basis by the local authority. The children are subsequently directed to schools that are best placed to meet their needs. The proportion of disadvantaged pupils is close to the national average.

Summary of key findings for parents and pupils

This is a good school The school has improved significantly since the last inspection. Leadership and governance have evolved. Teaching has improved markedly and pupils achieve increasingly well across the school. The head of school, in close collaboration with her senior leadership team, is active in ensuring that pupils are safe. Pupils’ welfare and well-being are a high priority for the school and this is having an extremely positive impact on pupils’ readiness to learn. Pupils’ outcomes across the school improved significantly in 2016. Current assessment information shows a picture of improving outcomes for the vast majority of year groups. School leaders have a realistic picture of the school’s strengths and have accurately identified what the school needs to do to improve further. However, middle leaders sometimes do not monitor the impact of progress in these areas precisely enough. Governors are highly committed and fully involved in the life of the school. They are well informed about the progress pupils make. The school provides a stimulating and varied range of opportunities for pupils to extend their learning in music, sport and the creative arts. The sport premium is used well to ensure that all pupils have many opportunities to participate in physical activities. Staff are knowledgeable about keeping children safe and good systems are in place to monitor and track concerns. Staff are trained well. Respect for self and others, regardless of background, is sewn through the fabric of the school. This equips pupils very well for life in modern Britain. Pupils’ behaviour in lessons and around the school is exemplary. There are highly positive relationships between adults and pupils. Pupils feel extremely safe. Teachers demonstrate good subject knowledge, which they use well to plan lessons that excite and motivate pupils to learn. Children make a positive start to their education in the early years. The safe, bright environment and well-planned activities engage and enthuse the children. At times, teachers do not plan work that is tailored to meet the needs of all pupils, especially the most able in mathematics and writing.