Stanford Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Stanford Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry school comparisons and much more. Below is some useful summary information regarding Stanford Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Stanford Primary School on our interactive map.

About Stanford Primary School


Name Stanford Primary School
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Interim Headteacher Miss Francine David
Address Chilmark Road, Norbury, London, SW16 5HB
Phone Number 02087643892
Phase Primary
Type Academy sponsor led
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 168 (50.6% boys 49.4% girls)
Number of Pupils per Teacher 19.0
Academy Sponsor Pace Academy Trust
Local Authority Merton
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is a school that requires improvement This is an improving school, but from Years 1 to 6, most pupils still do not make good progress in reading, writing and mathematics. Pupils' progress in science, geography and history is not as high as that seen in English, mathematics, French and computing.

Leaders' judgements about how well the school is improving are too generous because their checks do not focus strongly enough upon whether pupils are making enough progress. Although teachers are ambitious when deciding what to teach, pupils too often do not understand what is expected of them. As a result, they do not use what they know already to help them produce their ...best work.

Teachers provide regular feedback but this is not always understood by pupils who, as a result, are uncertain about how to make their work better. Teachers do not provide enough opportunities for pupils to speak freely about what they know and can do already and what they find difficult. Teachers therefore are not able to support and challenge pupils precisely enough.

Guidance from senior and middle leaders about good and better learning is not understood or used equally well by teachers across the school. Governors have not rigorously held senior leaders to account for the impact of their work. As a result, improvements in the school have been slow.

The school has the following strengths Children make good progress in the early years. Teachers help children make good use of the many opportunities to learn. Pupils who have special educational needs and/or disabilities make good progress because their needs are identified early and they are supported well.

Spiritual, moral, social and cultural education helps to create a welcoming and calm school. Pupils are interested in learning about others' lives in the world around them. School leaders have helped teachers raise their ambition and expectations for how well pupils can achieve.

Information about this school

Stanford Primary School is a much larger than average-sized primary school. The proportion of girls and boys varies slightly across year groups. There are more girls than boys in the current Year 4.

There is a lower proportion of girls in Year 2. Most pupils are from ethnic minority backgrounds, and the proportion of pupils who speak English as an additional language is much higher than typically seen nationally. A significant proportion of pupils are of Caribbean heritage and a slightly smaller number are of African or Pakistani or Other White heritage.

Others are from a variety of backgrounds. There is a higher proportion of pupils who have special educational needs and/or disabilities requiring support and an average proportion of pupils requiring a statement of special educational needs or an education, health and care plan. The proportion of pupils for whom the school receives pupil premium funding is above average.

(Pupil premium funding is additional government funding to support pupils known to be eligible for free school meals, or children who are looked after.) Since the previous inspection there have been significant changes in staffing. There have also been changes in membership within the governing body.

The school meets the government's floor standards, which are the minimum expectations for pupils' attainment and progress in English and mathematics by the end of Year 6. A local outstanding primary school, the Bishop Gilpin Church of England Primary School, has provided support for Stanford Primary School. The school meets requirements on the publication of specified information on its website.