Stannington Infant School

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About Stannington Infant School

Name Stannington Infant School
Ofsted Inspections
Headteacher Mrs Sarah Binns
Address Stannington Road, Sheffield, S6 6AN
Phone Number 01142344401
Phase Academy
Type Academy converter
Age Range 5-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 180
Local Authority Sheffield
Highlights from Latest Inspection

What is it like to attend this school?

Stannington Infant School provides pupils with an exceptional education. The school has the highest expectations of what pupils can achieve and these expectations are realised. Pupils are extremely well prepared for the next stage of their education.

Adults form strong and nurturing relationships with pupils. Pupils feel happy and safe in school.

Pupils' behaviour in lessons and around school is impeccable.

They show high levels of motivation and enthusiasm for school. Pupils appear joyful as they move from one part of school to another. The youngest children respond well to high expectations and clear routines.

Pupils are highly respectful of each o...ther. They listen to, consider and respond to, the views of others.

Older pupils have plentiful opportunities to take on leadership roles in school.

They respond to these with maturity and responsibility. For example, the Healthy Minds Champions apply for their roles and give a presentation to the whole school in assembly. They are role models for being welcoming, supportive and friendly.

Pupils in the Eco Club are proud of the impact they have on the local environment through planting trees. They understand and demonstrate a commitment to sustainability.

What does the school do well and what does it need to do better?

The school has developed and introduced a broad and highly ambitious curriculum.

Leaders base their thinking on the latest educational research. The important knowledge and vocabulary that pupils need to learn has been carefully mapped and follows a clear sequence from Reception to Year 2. For example, pupils develop and build their skills in sewing each year through topics relating to puppets.

The school is expert at identifying the needs of pupils with special educational needs and/or disabilities (SEND). This ensures that pupils with SEND access the same ambitious curriculum as their peers. Pupils with SEND receive high-quality support from well-trained staff.

Teachers make adaptations to the curriculum for pupils with SEND. All pupils, including those with SEND, produce high-quality work and achieve well.

Leaders and teachers have excellent subject knowledge.

They plan interesting and relevant learning. In subjects such as geography and science, pupils learn what it means to be geographers or scientists through fieldwork and scientific experiments. Children in early years have many opportunities to develop their early mathematical knowledge and vocabulary.

Teachers regularly check that pupils are remembering what they are learning. This assessment is used well to quickly identify any gaps in pupils' knowledge. Where gaps are identified, pupils receive highly focused and bespoke interventions to address those gaps.

Reading is a high priority. Books are celebrated and pupils develop a love of reading. High-quality texts are used to enrich the curriculum.

Phonics is taught consistently well by expert teachers. Pupils become successful readers. Any pupils who are at risk of falling behind receive extra phonics sessions to help them keep up.

Children in the Reception class get off to a flying start. The school works closely with parents to ensure children settle quickly. The curriculum in the early years provides children with an excellent preparation for their next stages.

Adults skilfully support children to develop their vocabulary and communication skills. Children cooperate with each other. They show resilience and perseverance.

Learning activities are regularly reviewed and adapted to meet the needs of children. For example, a range of different materials is provided for children to manipulate in the construction area.

Pupils, including children in the early years, demonstrate real enthusiasm for learning.

This means they rarely need reminding of how to behave. On the rare occasions where the school's behaviour policy needs to be applied, it is done so consistently and fairly.

The school's personal development offer is exceptional.

All pupils have the opportunity to engage in rich learning opportunities in the school grounds. This includes caring for the school's bees. Pupils learn to live healthy lifestyles and to have healthy relationships.

They learn how to keep themselves safe, including when using technology. Pupils are respectful and inclusive. When asked what would happen if a refugee came to their school, they said they would be kind, look after them and make friends with them.

Leaders, including governors and trustees, are relentless in their commitment to the pupils and community. They are constantly seeking better ways for pupils to meet the high aspirations of leaders. Staff report that they are valued members of a supportive team.

Leaders invest in their ongoing training and development. Staff are overwhelmingly positive about the support they receive from leaders to manage their workload.


The arrangements for safeguarding are effective.

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