Stoke-on-Tern Primary School, located in Market Drayton, Shropshire, underwent an inspection on February 8 and 9, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at Stoke-on-Tern Primary School express happiness and a sense of safety within the school environment. They feel comfortable approaching any adult for help, and they enjoy attending school. The school council plays an active role in making changes, such as influencing the dinner menu, which empowers students and fosters a sense of responsibility. The leadership team emphasizes the importance of relationships, and parents appreciate the collaborative efforts of staff to support their children’s education. The school promotes positive attitudes towards learning through its established ethos, referred to as the ‘Stoke-on-Tern way.’ Incidents of bullying are addressed promptly by staff, contributing to a supportive atmosphere.
Despite these positive aspects, the inspection revealed that leaders have not clearly defined the skills and knowledge that pupils should acquire across all subjects. This lack of clarity affects pupils' ability to retain and build upon their learning. Some teachers do not maintain high expectations for student achievement, which can hinder progress. While there have been significant changes to the curriculum since the appointment of the co-headteachers, not all subjects have well-defined learning objectives, leading to gaps in knowledge and skills for some pupils.
In certain subjects, teachers provide opportunities for students to practice their knowledge effectively. For instance, younger pupils understand how to enhance their writing by using adjectives. However, this approach is inconsistent across the curriculum, with some teachers focusing more on task completion rather than on the learning outcomes. Consequently, some pupils struggle to recall essential concepts, such as the key features of non-fiction writing.
The school prioritizes phonics instruction, with staff receiving up-to-date training to ensure consistent teaching practices. Leaders effectively use phonics assessments to identify pupils needing additional support, and these students receive well-structured interventions to help them become confident readers. Additionally, staff are quick to identify pupils with special educational needs and disabilities, providing tailored support that generally helps these students make progress.
However, some teachers do not effectively utilize assessment strategies to gauge pupil understanding, which can lead to unaddressed misconceptions. This issue is evident in the early years as well. Pupils understand the importance of good behavior and feel supported by adults in the school. Leaders respond promptly to behavioral incidents and involve parents when necessary to ensure regular attendance.
The school places a strong emphasis on the mental health and well-being of both staff and pupils, offering various clubs and activities. Pupils enjoy their roles and responsibilities, such as being part of the school council, and they recognize the importance of kindness and equality.
Despite these strengths, leaders lack a clear understanding of the school's strengths and areas for improvement. This ambiguity makes it challenging to prioritize actions for enhancing the school's effectiveness. Additionally, some leadership roles and responsibilities are not well-defined, which can hinder accountability. Governors do not receive comprehensive information to hold leaders accountable for educational quality.
The safeguarding arrangements at the school are effective, with most staff trained appropriately. However, some staff are unclear about new reporting processes, which can complicate the identification of pupil concerns. Leaders must ensure that all staff understand and utilize the safeguarding procedures effectively to maintain pupil safety. Overall, while Stoke-on-Tern Primary School has several positive attributes, it faces significant challenges that require attention to improve its overall effectiveness.
