The Stonebridge School, located in London, underwent an inspection on July 18 and 19, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes were deemed Good. Personal Development and Leadership and Management were both rated as Requires Improvement, and Early Years Provision was rated as Good. The school previously held a Good rating in its last inspection in June 2017.
Pupils express enjoyment in attending the school, appreciating the friendships they form and the support they receive from adults during difficult times. They value the lessons and workshops that focus on risk awareness, safety, and mental health. The school promotes high expectations for behaviour, which are consistently met, fostering strong relationships among pupils and staff. Respect for diversity is evident, contributing to a positive learning environment. However, the academic expectations for pupils are not sufficiently high, leading to underachievement in several subjects. The curriculum lacks clarity and consistency, impacting pupils' routine achievements.
In contrast, the early years curriculum is ambitious, with staff demonstrating expertise in fostering children's knowledge and social skills, preparing them well for Year 1. While leaders provide various enrichment activities, not all pupils have equal access to these opportunities, particularly those with special educational needs and disabilities (SEND) or from disadvantaged backgrounds.
The teaching of reading is prioritized, with staff well-trained in the phonics program. Strong systems are in place to identify pupils who need additional support, resulting in improved reading confidence and fluency. Curriculum delivery is effective in subjects like music, physical education, and writing, where staff expertise enhances pupils' understanding and retention of knowledge. However, in subjects such as mathematics, pupils' achievements are not as strong due to inconsistent curriculum planning and a lack of subject-specific expertise among some leaders.
The school has suitable arrangements to support pupils with SEND, ensuring they can access the same curriculum as their peers. Children in early years follow established routines and engage well in activities, while older pupils show enthusiasm for learning. Low-level disruptions are managed effectively by teachers.
External visitors contribute positively to pupils' personal development through various performances and activities. The school offers a range of extracurricular activities and educational outings, but participation is not consistently high, particularly among pupils with SEND and those from disadvantaged backgrounds. Leaders need to promote equality and inclusion more effectively.
Staff opinions on leadership expectations vary, with some finding the workload reasonable while others feel overwhelmed by changes and demands. Safeguarding arrangements are effective, with well-trained staff who are vigilant in identifying and reporting concerns. Leaders maintain strong links with external agencies to support pupils and families in need.
To improve, the school must clarify what knowledge pupils should acquire across subjects and ensure that teachers possess the necessary subject expertise. Consistent strategies for embedding key knowledge in long-term memory should be implemented. Additionally, leaders should enhance opportunities for personal development, particularly for pupils with SEND and those from disadvantaged backgrounds, ensuring equal access to clubs and educational trips. Overall, while the school has strengths, particularly in early years and reading, significant improvements are needed in curriculum planning, academic expectations, and inclusivity.
