Stansfield Hall Church of England/Free Church Primary School in Littleborough, Lancashire, underwent an inspection on November 22 and 23, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving similar ratings. However, the behavior and attitudes of pupils, as well as their personal development, were rated as good. The early years provision was found to be inadequate, marking a significant area for concern.
Pupils at the school report feeling happy, safe, and emotionally secure. They appreciate the respect shown to them by staff, which fosters positive relationships within the school community. Enrichment opportunities, including residential visits and various school performances, are highly valued by the pupils. While leaders have ambitious goals for all pupils, particularly in mathematics and early reading, there is a noted lack of coherence in the curriculum across other subjects. This has resulted in some pupils not achieving their full potential in areas beyond reading, writing, and mathematics.
The school has established expectations for good behavior, and most pupils conduct themselves well, particularly during social times. However, there are instances of low-level disruption that can affect learning. Incidents of bullying or inappropriate language are addressed effectively by staff, and pupils express confidence in the school's ability to handle such issues.
Leaders have made strides in ensuring a well-structured curriculum for early reading and mathematics, leading to good achievement in these areas. However, the same level of attention has not been given to other subjects, resulting in a curriculum that does not always align with the national standards. The early years curriculum is particularly concerning, as it does not fully adhere to the statutory framework, leaving children unprepared for future learning.
The school has invested in a new library space and has implemented a consistent phonics teaching approach, which has proven effective in helping pupils become confident readers. Pupils with special educational needs and disabilities are identified and included in school life, but their achievement is still affected by the overall curriculum design.
Leaders promote personal development effectively, ensuring that pupils understand diversity and equality. They engage in activities that foster a tolerant and respectful attitude towards others, preparing pupils for life in modern Britain. Despite generally positive behavior, low-level disruptions are more prevalent in the early years.
Governors are engaged in school life and fulfill their duties effectively, taking into account staff workload and well-being. The safeguarding arrangements are deemed effective, with staff trained to identify and report concerns. Pupils are educated on safety, both in the community and online.
To improve, the school must fully implement the early years foundation stage framework to ensure children learn appropriately. Additionally, leaders need to provide clearer guidance on curriculum design across all subjects to facilitate coherent knowledge building. Subject leaders should enhance their oversight to address weaknesses in curriculum delivery effectively. Overall, while there are strengths in certain areas, significant improvements are necessary to ensure all pupils achieve their potential.
