Ofsted conducted a short inspection of Stanford Junior and Infant School on 22 January 2019, following its previous judgment of good in February 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team demonstrates a strong commitment to continuous improvement, regularly engaging in thorough self-evaluation to identify priorities for development, which are effectively addressed in their action plans. The senior leadership team is dedicated to providing a well-rounded education, with strong pastoral support and a caring ethos. The school’s focus on social, moral, spiritual, and cultural education is well established, and regular pupil progress meetings ensure that individual needs are met.
The school has successfully addressed the areas for improvement identified in the last inspection. Pupils are expected to work diligently, and their productivity is evident in their work. Teachers effectively integrate different subjects, allowing pupils to apply their mathematical skills in practical contexts. For instance, pupils engaged in an enterprise project that involved tracking expenditure and profit. Literacy is also well supported, particularly in the early years, where outdoor areas encourage reading and writing through play.
Subject leaders in English and mathematics accurately assess strengths and weaknesses in their areas, providing teachers with the necessary support and challenge to enhance their teaching practices. Subject leaders play a crucial role in the ongoing development of the curriculum, monitoring pupil work and leading staff meetings to refine teaching methods.
Pupils exhibit polite and well-mannered behavior, engaging in various activities during break times. They demonstrate an understanding of diversity and respect for differences. Most parents and carers express positive views about the school, particularly regarding community links and pastoral support, although some raise concerns about class sizes and standards at the end of key stage two.
Governors are well-informed about the school’s strengths and weaknesses, understanding their strategic role and providing both support and challenge to school leaders. Staff express pride in working at the school, noting the access to quality professional development and the encouragement to improve their practice.
Safeguarding measures are effective, with policies and procedures in place that ensure a strong culture of safety. Staff are well-trained and vigilant, understanding that safeguarding is a collective responsibility. Most parents feel their children are safe, although a few express concerns about the school’s handling of bullying. Pupils report feeling safe and indicate that isolated incidents are addressed promptly.
The teaching of phonics is a notable strength, with consistent approaches leading to high standards in the Year 1 phonics screening check. Pupils are encouraged to read widely, and initiatives like a lunchtime reading club foster a love of reading. However, while progress in reading across key stage two has been average, the proportion of pupils reaching expected standards in Year 6 was below the national average in 2018.
Mathematics teaching is well-structured, with regular checks on understanding and opportunities for pupils to develop fluency and problem-solving skills. However, the proportion of pupils meeting expected standards in grammar, punctuation, and spelling in Year 6 has been below average for two years, indicating a need for improvement in spelling instruction.
Next steps for the school include continuing to enhance pupils’ vocabulary comprehension and addressing spelling skills to ensure further academic progress.
