Leonard Stanley Church of England Primary School, located in Gloucestershire, underwent an inspection on September 24 and 25, 2024. The inspection revealed that the quality of education requires improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were rated as good. The school has a strong sense of belonging and inclusivity, which fosters excitement among pupils to attend. They engage actively in school life, participating in various roles such as ecocouncillors and enjoying clubs that cater to their interests, including mountain biking and football.
The school has experienced significant changes, particularly in leadership, which has led to a rapid evaluation and improvement of the curriculum. While some areas show positive impacts, the full benefits are yet to be realized across the curriculum for all pupils. There is a need for further work to ensure that pupils retain their learning over time and effectively apply their mathematical understanding. Additionally, support for pupils with special educational needs and disabilities (SEND) requires enhancement to help them achieve the school's high expectations.
The leadership has strategically prioritized curriculum development, ensuring it specifies the knowledge pupils need at each stage. Efforts to promote a love of reading have been successful, with initiatives like Roald Dahl days and rocket reading challenges. Trained staff address knowledge gaps, enabling pupils to learn to read quickly. The curriculum is designed with local context in mind, incorporating life skills afternoons that teach coding and cookery. Disadvantaged pupils are well considered, and small steps of learning clarify expectations.
Despite these strengths, some pupils struggle to remember their learning over time due to previous curriculum deficiencies. However, recent improvements are helping pupils retain more knowledge. The writing curriculum has been strengthened, leading to rapid improvements in pupils' writing skills. In physical education, pupils demonstrate confidence in applying their knowledge from previous lessons.
The mathematics curriculum has been enhanced, focusing on early number knowledge. While number fluency is emphasized, opportunities for pupils to apply their mathematical knowledge in problem-solving contexts are limited, hindering the depth of their understanding. The revised behaviour policy positively impacts pupils, who exhibit politeness and courtesy. Strong tracking and personalized support contribute to good attendance, and the school maintains strong links with home.
The personal development program effectively teaches pupils about safety and well-being, allowing them to contribute to school improvement through leadership roles. Connections with the local church and community enrich pupils' understanding of diversity, preparing them for life in modern Britain. The new headteacher, supported by a skilled governing body, has brought stability and direction, with leaders demonstrating a clear understanding of the school's strengths and areas for development.
The safeguarding arrangements are effective, ensuring a safe environment for pupils. However, the school must improve support plans for some pupils with SEND, ensuring they are specific and measurable. The implementation of the new curriculum in some subjects is still developing, and the school should address gaps in pupils' knowledge to secure strong foundations for future learning. Teachers need to provide more opportunities for pupils to extend their learning and apply their mathematical knowledge in problem-solving and reasoning activities. Overall, while the school has made commendable progress, there are areas that require focused attention to enhance the educational experience for all pupils.
