Stockbridge Village Primary School

About Stockbridge Village Primary School Browse Features

Stockbridge Village Primary School

Name Stockbridge Village Primary School
Ofsted Inspection Rating Good
Address The Withens, Stockbridge Village, L28 1AB
Phone Number 01514778020
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 226 (43.8% boys 56.2% girls)
Number of Pupils per Teacher 16.5
Local Authority Knowsley
Percentage Free School Meals 49.8%
Percentage English is Not First Language 2.1%
Pupils with SEN Support 16.2%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (08 March 2017)
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Information about this school

The school meets requirements on the publication of specified information on its website. Stockbridge Village is an average-sized primary school. The school opened in 2011 as an amalgamation of other schools in the area. The school shares a site with a children’s centre that offers community facilities and services, including speech and language therapy. The proportion of pupils who are eligible for pupil premium funding is more than twice the national average. The proportion of pupils who receive additional support for special educational needs and/or disabilities is average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is higher than in other schools nationally. The majority of pupils are of White British heritage. The school met the floor standards in 2016. These are the minimum expectations of pupils’ achievement in reading, writing and mathematics set out by the government. In addition to a breakfast club, the school offers a wide range of extra-curricular clubs for pupils.

Summary of key findings for parents and pupils

This is a good school The headteacher provides exemplary leadership. She sets high standards for herself, the staff and the pupils. As a result, a good proportion of the pupils learn well and reach the challenging targets set for them. Provision for children in the early years is outstanding. Strong leadership, exciting and purposeful activities and high-quality teaching mean that children make rapid progress from the time they enter school. The rich and broad curriculum provides plenty of opportunities for pupils to enjoy learning about life beyond school. The school’s work to promote pupils’ spiritual, moral, social and cultural development is excellent. The teaching of writing is a strength of the school. Pupils achieve well in this area, and writing, both in English books and other work, is of a high standard. The governing body provides leaders with effective support to improve the quality of education provided by the school. They make good use of the additional government funding to support disadvantaged pupils’ academic, personal and social progress. Pupils are very proud of their school. They show respect to adults and to each other. Their behaviour is good. The work the school does to support pupils’ personal development and welfare is excellent. Pupils flourish in this nurturing environment and their self-confidence grows. As a result, they enjoy school and find learning interesting. Pupils’ safety has high priority. Robust systems are in place to keep pupils as safe as possible in school. Pupils are confident that adults will listen to their concerns and act upon them quickly. The progress that pupils make in reading is not as rapid as in writing. This is because some pupils do not have sufficient opportunities to develop and practise their reading skills often enough. In a few groups, the teaching of phonics is not always accurate. When this happens, pupils struggle to blend sounds into words. The headteacher effectively supports middle leaders who are still developing their expertise. More work needs to be done, however, to ensure that these important roles strengthen the leadership team further. The quality of teaching, learning and assessment is usually good and sometimes outstanding. Where there are inconsistencies, pupils can lose concentration and this slows down their learning.