Stockbridge Primary & Pre-School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Teaching is consistently good, and occasionally outstanding. Teachers know the pupils well and make sure that the tasks they give them challenge the pupils, whatever their ability.

Attainment has improved steadily and is now above average. From their starting points, pupils, including disabled pupils and those who have special educational needs, make good progress in writing and mathematics. Pupils' progress in reading is outstanding.

Feedback to pupils is particularly effective because teachers make sure that pupils have time to respond to it. The behaviour of pupils is typically good; they like learning and get along with one another c...ooperatively. They enjoy coming to school, because there are interesting things to do and learn.

Pupils know how to stay safe, and feel they are well cared for. They understand the values the school promotes. The headteacher, supported by the governors, has made sure that any teaching which requires improvement is addressed quickly.

Teachers are reflective about what they do, and work with senior leaders to develop their practice, thus raising standards. The headteacher and governors have worked hard to minimise the impact of changes of staff, and ensure greater continuity of learning for all pupils. Governors understand well their responsibilities and work effectively to fulfil their statutory duties.

They accurately evaluate the performance of the school in comparison to others. It is not yet an outstanding school because : There is not enough teaching which is outstanding because teachers occasionally allow pupils to work too slowly, and some learning lacks a sense of urgency. The most able pupils do not always reach the very highest standards of which they are capable, particularly in writing, because they do not have enough opportunities to work at these levels.

Information about this school

This is a small school with three classes, each catering for a mix of age groups. The composition of these classes changes to reflect pupil numbers each year. There are currently classes for Reception and Year 1 pupils, for Year 2 and 3 pupils, and for pupils in Years 4, 5 and 6.

Almost all pupils are White British; the very few other pupils come from a range of different backgrounds. The proportion of disabled pupils or those with special educational needs is average, although it varies widely with different year groups. The proportion of pupils supported at school action is average; the proportion supported at school action plus or with statements of special educational needs is above average.

More pupils than average join or leave the school other than at the usual times, often because : they are children of families serving in the armed forces. The proportion of pupils who are eligible for the pupil premium is above average. This is funding allocated by the government to support eligible pupils, including pupils from families in the services, those known to have been eligible for free school meals, or children looked after by the local authority.

After a decline, the number of pupils on the school roll has begun to increase again. There have been a number of changes in the staffing of the school; the headteacher has remained the same. There is also a separate pre-school on the school site, run by authority private committee, which is subject to a separate inspection.

There is a breakfast club run by the school. The headteacher supports leaders of other schools when asked to do so by the local authority. The school meets the floor standards, the minimum expectations set by the government for the attainment and progress of pupils in English and mathematics.

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