Stoke Prior Primary School, located in Herefordshire, underwent an inspection on July 11 and 12, 2023. 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 a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. This inspection followed a previous evaluation in September 2022, which had rated the school as inadequate.
Pupils at Stoke Prior Primary School exhibit pride in their collaborative work and play. They value the care and support provided by the staff, which is evident in their interactions and the trust they place in adults to address any issues, including instances of unkind behavior. The leadership team has shown commitment and urgency in addressing the areas identified for improvement since the last inspection. They have made notable progress in enhancing various aspects of school life, particularly in ensuring pupil safety and improving reading and mathematics instruction. Despite these advancements, there remains a need for further development, particularly in clearly defining key learning objectives across the curriculum and effectively monitoring pupil progress.
The school fosters strong relationships between staff, pupils, and their families, which begins as early as Reception. Older pupils serve as positive role models for younger students, demonstrating appropriate behavior and encouraging them to follow suit. Pupils are engaged in their learning and communicate effectively with peers and visitors, sharing their experiences and knowledge about various topics, including charitable activities and school rules.
While the leadership team has made strides in certain areas, challenges remain. The focus on improving reading and mathematics has yielded positive results, with new phonics and mathematics schemes implemented. However, inconsistencies in classroom delivery have been noted, and leaders need to enhance their monitoring processes to address these variations. In mathematics, pupils effectively apply their existing knowledge to new concepts, while in reading, they practice their skills through well-chosen texts, receiving timely support from staff.
Leaders are beginning to address other subjects within the curriculum, but there is a lack of consistency in delivery, which can hinder pupil progress. The key knowledge that pupils need to acquire has not been clearly defined in many subjects, leading to activities that may not effectively promote intended learning outcomes. Additionally, checks on curriculum effectiveness are insufficient.
The school demonstrates a strong understanding of the needs of pupils with special educational needs and disabilities. Leaders quickly identify these needs and implement effective support, fostering an environment of care and respect among all pupils. The youngest learners in Reception are enthusiastic and engaged, following established routines and participating in various activities that promote their development.
In personal, social, and health education, leaders have outlined essential knowledge for pupils, which is revisited over time. Pupils show a solid understanding of fundamental British values and recall numerous enriching experiences throughout their time at the school. The arrangements for safeguarding are effective, with staff well-informed about their responsibilities and procedures in place to address concerns promptly.
To improve further, leaders must systematically evaluate the impact of their initiatives and ensure that teachers consistently implement the curriculum. Additionally, they need to clearly define the key knowledge that pupils should learn across all subjects, similar to the successful implementation seen in phonics and mathematics. This will help ensure that pupils build on their prior knowledge effectively and make the progress they are capable of achieving.
