St Stephen’s C of E Primary School in London has undergone an ungraded inspection on January 31, 2023, and the overall judgement remains good. However, the evidence suggests that if a graded inspection were conducted now, the results might not be as favorable. The next inspection is expected to be graded. Pupils express a strong sense of belonging and appreciation for the supportive community within the school. Local volunteers, including governors, frequently engage with students, fostering a culture of responsibility among pupils who take on roles such as behavior monitors and school parliamentarians.
The new leadership team has set high expectations for both achievement and behavior, working diligently to enhance the curriculum across various subjects. Despite these efforts, the curriculum is still in the early stages of development, leading to gaps in pupils' knowledge across subjects. The school promotes fundamental British values, such as tolerance, and pupils demonstrate an understanding of diversity and respect for one another. The atmosphere in the school is calm and purposeful, with pupils feeling safe and supported. Instances of bullying are rare, and when misbehavior occurs, staff address it effectively and restoratively.
Recent months have seen leaders begin to revamp the curriculum, with many subject leaders being new to their roles. Collaborating with a nearby school, they are taking steps to improve the quality of education, including developing subject leadership. Reading instruction is prioritized, with staff trained in phonics teaching. Children begin phonics lessons shortly after joining the Reception class, and additional support is provided for those needing to catch up. However, support for older pupils who struggle with reading is sometimes less effective, as gaps in their phonics knowledge are not always adequately addressed.
In some subjects, leaders possess subject-specific expertise and have outlined clear expectations for what pupils should learn. Teachers utilize assessment information to address knowledge gaps, resulting in effective knowledge building in these areas. Nonetheless, inconsistencies in the delivery of the planned curriculum persist, affecting the depth of knowledge pupils acquire. Some leaders lack sufficient expertise in their subjects, leading to broad statements about desired outcomes without detailed planning for the knowledge pupils need to achieve these goals.
Pupils with special educational needs and/or disabilities are included in all aspects of school life, with leaders identifying and planning to meet their needs. However, one-to-one support can sometimes be less effective, impacting the outcomes for these pupils. From early years onward, pupils display curiosity and eagerness to learn, with minimal disruption in classes, allowing teaching to proceed smoothly.
The school offers a variety of enrichment activities beyond the classroom, including museum visits and educational outings. Workshops and theatre productions are organized to enhance pupils' understanding of risk and safety. Staff report that leaders are approachable and supportive, with manageable workload expectations. The safeguarding arrangements are effective, with well-trained staff who are vigilant about pupils' well-being and work closely with external agencies when necessary.
To improve, the school needs to focus on developing leadership and curriculum thinking across most subjects, ensuring that subject leaders gain the necessary expertise to enhance pupils' learning. Additionally, the quality of curriculum implementation must be strengthened to ensure that pupils achieve their full potential. Support for pupils requiring extra help should be more targeted, particularly for older pupils who are not yet fluent readers, to facilitate quicker progress.
