Stanley Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Since the previous inspection, senior leaders have raised the quality of teaching and assessment to improve pupils' progress.

This work is most evident in reading and mathematics. Leadership of the early years is also effective. Governors have been pivotal in improving the school.

They both challenge and support school leaders; they are proud of the school, and play an effective role in its development. Staff are committed to providing pupils with a balance of good care and guidance and academic challenge across a range of subjects. This prepares them well for secondary school.

Pupils in all year groups make good progress. Leader...s make effective use of monitoring to target support wherever needed. Teachers know the pupils very well.

Teaching is good overall and captures pupils' interests, including through good use of questioning. Teaching is good, though in key stage 2 some teaching provides insufficient challenge. Teaching improves pupils' skills strongly in reading, mathematics and in other subjects including physical education (PE), science and music.

However, there is more to do to ensure that the teaching of writing in key stage 2 is equally effective. Pupils with special educational needs and/or disabilities (SEND) do well because care is taken to plan work that meets their individual needs. Pupils' attendance has improved over time, and this reflects the importance placed on it by leaders and staff.

It is now average for most groups of pupils; it is below average for disadvantaged pupils, but improving. Pupils show respect, tolerance and kindness towards others. They are well behaved and willing to work hard.

Leaders ensure that pupils are very well cared for, and make good provision for their personal development. In the early years, the good provision in the Nursery and Reception classes means that children make strong progress and are very well prepared for Year 1. Pupils in the additional resource provision do well because of careful curriculum planning, high-quality interaction and good care and support.

Information about this school

The school is much larger than most primary schools. The proportion of pupils with SEND is above average. The proportion of pupils supported by the pupil premium is slightly above average.

Pupils come from a wide range of ethnic backgrounds. The largest group of children is from White British backgrounds, with children from Any Other White background forming the next sizeable ethnic group. The school was formed from the amalgamation of the separate infant and junior schools on the same site in 2010.

Since then, a building programme has been in operation. The school has an 18-place additional resource base called The Peartree Centre. All pupils in the centre are identified as having autistic spectrum disorder and are taught in one of three classes.

Also at this postcode