Stanley St Peters Church of England Voluntary Controlled Primary School, located in Wakefield, West Yorkshire, underwent an inspection on November 23 and 24, 2021. The school received an overall effectiveness rating of good, reflecting significant improvements since its previous inspection, which had rated it as requiring improvement. The leadership team, including the headteacher and governors, has been instrumental in transforming the school environment, fostering a calm and positive atmosphere conducive to learning. Parents, staff, and pupils have noted the remarkable changes, with one parent describing the improvements as staggering.
Pupils at the school exhibit polite and respectful behavior towards one another and adults. They understand the expectations for conduct in lessons and demonstrate this understanding effectively. Reports indicate that previous issues with low-level disruption have been addressed, with teachers proactively managing behavior to prevent escalation. Bullying incidents are rare, as staff are vigilant in addressing any concerns promptly. The school promotes leadership opportunities for pupils through initiatives like play buddies and get active leaders, which not only develop leadership skills but also enhance social interactions during playtime.
The curriculum includes a well-structured relationships, sex, and health education program that teaches pupils about respect, consent, and equality. Pupils engage with the material maturely, demonstrating an understanding of its significance. The school community collaborates effectively to provide a quality education, with a focus on meeting the needs of all pupils. The headteacher, supported by governors and staff, has implemented a behavior policy that is well understood across the school community.
Despite the positive developments, the school recognizes the need for ongoing improvement, particularly in the academic curriculum. Leaders have introduced ambitious curriculum plans across all subjects, starting from the early years to ensure a solid foundation for future learning. The early reading curriculum has been prioritized, with staff trained to deliver phonics instruction effectively. Children in Reception receive immediate support if they require additional help, ensuring that all pupils can progress in their reading skills.
In mathematics and science, curriculum plans are clear and progressive, with teachers well-equipped to deliver the content. However, there are areas outside of English, mathematics, and science where teachers require further training to enhance their subject knowledge. This gap can lead to inconsistencies in how lessons are delivered and assessed, impacting pupil engagement and retention of knowledge. Subject leaders are aware of these challenges and are working on plans to provide necessary training.
Governors play a crucial role in supporting the school through challenging times, maintaining a clear understanding of their responsibilities and actively engaging in the improvement process. They have sought external support from the local authority and other educational leaders to enhance the school's performance. The school is committed to ensuring that pupils with special educational needs and disabilities receive the support they require, with tailored plans in place to facilitate their learning.
The early years curriculum emphasizes communication and language development, with a focus on storytelling and vocabulary acquisition. While the implementation of literacy and numeracy is strong, there is a need for clearer guidance in other areas of learning to ensure that independent activities align with the curriculum. Overall, the school demonstrates a commitment to continuous improvement, with a clear focus on providing a high-quality education for all pupils.
