Stratton Church of England Primary School in Cirencester, Gloucestershire, has been rated as good overall in its recent inspection conducted on July 11 and 12, 2023. The school is characterized by a welcoming and nurturing environment, where leaders emphasize unlocking potential for lifelong learning grounded in Christian values. The curriculum is rich and broad, providing pupils with exciting opportunities to enhance their learning through activities such as visits to local wildlife parks and participation in residential trips. Pupils are encouraged to develop their talents, including performing in school productions, and children in Reception enjoy their learning experiences. However, the early years provision requires improvement, as it does not yet meet the expected standards.
The school has high expectations for pupils' learning and behavior, and pupils demonstrate respect and politeness. They are motivated to persevere through challenges, reflecting a strong desire to succeed. Opportunities for pupils to take on responsibilities, such as becoming librarians or members of the school council, are encouraged. Staff members are caring and supportive, fostering positive relationships with pupils, who feel safe and secure. Bullying is not tolerated, and pupils trust that any issues will be swiftly addressed by adults. Parents appreciate the dedication of staff, often noting that they go above and beyond to support their children.
Since the previous inspection, leaders and staff have made significant improvements. The curriculum for key stages one and two is coherently sequenced and effectively taught, with clear expectations for the knowledge and skills pupils should acquire. Teachers provide clear explanations and encourage pupils to revisit their learning, which helps them apply and secure their understanding. For instance, Year 1 pupils successfully recall their knowledge of times tables to count in multiples of five.
While assessment practices are routine in most subjects, there are areas where leaders lack an accurate overview of pupils' learning, hindering their ability to adapt the curriculum effectively. The early years curriculum is not fully developed, particularly in areas beyond early reading and mathematics. Leaders must ensure that children in the early years engage in learning that fosters curiosity and concentration, as this is essential for their preparation for Year 1.
Pupils follow a reading curriculum that supports their development as confident and fluent readers. Early readers begin their journey as soon as they start school, and older pupils regularly practice reading, enhancing their comprehension skills. Those who struggle with reading receive necessary support, and pupils enjoy selecting books from a diverse range available in the school.
Leaders demonstrate a good understanding of the needs of pupils with special educational needs and/or disabilities. They collaborate with parents and external agencies to provide tailored support, ensuring that these pupils learn with confidence. Most pupils understand expectations and exhibit positive attitudes toward learning. Some benefit from designated areas like the Cosy Corner, which helps them manage their emotions.
The school effectively supports pupils' personal development through its personal, social, and health education program. Pupils learn about diversity and engage in community projects, such as creating art for local care home residents and donating to food banks. The safeguarding arrangements are robust, with staff prioritizing pupil safety and well-being. All staff are trained and follow procedures for reporting concerns, ensuring that pupils learn about safety, including online safety and the dangers of drugs and alcohol.
To improve, the school must enhance the early years curriculum to meet foundational requirements and ensure that children develop positive learning attitudes. Additionally, leaders need to refine assessment practices to gain a clearer understanding of pupils' learning progress across all subjects.
