The Uffington Church of England Primary School, located in Stamford, Lincolnshire, was inspected on February 11-12, 2020. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behaviour and attitudes, leadership and management, and early years provision also receiving good ratings. Notably, personal development was rated as outstanding. The school had previously been rated outstanding in October 2008, and the change in rating reflects the current inspection framework and developments within the school since the last inspection.
The school has not undergone an inspection for eleven years, which exceeds the five-year maximum interval due to legislative changes in 2011 that exempted outstanding schools from routine inspections. This long gap may have resulted in changes in school effectiveness during that time. The inspection revealed that attending this small village school offers a warm, family-like atmosphere where older pupils take pride in caring for younger ones. Pupils are aware of bullying and feel confident that staff will address any issues that arise. Behaviour is consistently good, with pupils demonstrating enthusiasm for learning and achieving well in reading, writing, and mathematics by the end of Year 6.
The school offers a wide range of extracurricular activities, encouraging pupils to engage in various pursuits, including sports, music, and the arts. Strong community links enhance cultural experiences, such as contributions to the Stamford Georgian Festival. Leaders and staff excel in promoting personal development, fostering confidence, self-esteem, and a strong work ethic among pupils. The school's initiative, the Five Ways to Well-being project, provides daily opportunities for pupils to connect and discuss their feelings, effectively supporting their mental health.
While the quality of education is good, there are areas for improvement. The teaching of English and mathematics is strong, and subjects like science, history, and religious education are also well-taught. However, the curriculum is not yet coherently planned and sequenced in some subjects, although leaders are actively working on this. Reading is prioritized, with early years pupils receiving strong support through daily phonics sessions. However, some reading materials are in poor condition and not well-matched to pupils' phonics knowledge, which can hinder progress for a few students.
Teachers demonstrate good subject knowledge, particularly in mathematics, and they effectively address misunderstandings. Pupils express enjoyment in mathematics and appreciate the depth of exploration in topics. The school is inclusive, ensuring that pupils with special educational needs and disabilities are fully integrated into school life, with support plans tailored to their needs.
The school has high expectations for behaviour, fostering strong relationships among pupils who cooperate well in lessons and during playtime. The focus on personal development and mental health is shared by leaders, staff, and governors, with the school's Christian values deeply embedded in daily life. Pupils engage in community and cultural activities, gaining an understanding of modern British life through workshops and visits to places of worship.
Governors fulfill their statutory duties effectively, considering staff workload and parental views. The early years provision is well-managed, ensuring children have a positive start to their education. Overall, while the school demonstrates many strengths, it must continue to refine its curriculum planning and improve the quality of reading materials to enhance pupil outcomes further.
