Stoberry Park School, located in Wells, Somerset, has recently undergone an ungraded inspection on January 24 and 25, 2024. The overall judgement remains good, but the evidence suggests that the school may not achieve the same rating if a graded inspection were conducted at this time. The next inspection is expected to be graded.
Pupils express pride in attending Stoberry Park School, which is characterized by a warm and welcoming environment. This positive atmosphere is reflected in the improving attendance rates. Staff members demonstrate a genuine care for the students, fostering a sense of safety and belonging. Pupils feel their opinions are valued, as evidenced by their involvement in selecting the school’s core values: integrity, compassion, creativity, courage, and curiosity.
While the school has high aspirations for its pupils, curriculum development is still in its early stages. The teaching of early reading has not effectively enhanced pupils' fluency and confidence. Additionally, some lessons experience low-level disruptions that hinder learning, resulting in gaps in pupils' knowledge.
Outside the classroom, pupils benefit from a variety of enriching experiences. Curiosity and creativity are encouraged during social times, where students engage with a wide range of equipment, promoting communication, cooperation, and problem-solving skills. Memorable trips, such as visits to the Roman Baths and Legoland, contribute to a well-rounded educational experience.
School leaders and governors possess a clear understanding of the school’s strengths and weaknesses, recognizing the urgent need for curriculum improvement. They are collaborating with external advisors to address these areas, although progress is still in the early stages. The curriculum outlines overarching topics, but the specific knowledge intended for pupils to learn is not consistently sequenced, complicating assessment and hindering the development of detailed knowledge across subjects.
In contrast, the mathematics curriculum is well-structured and effectively sequenced, allowing pupils to develop fluency in number. Teaching strategies are designed to build on prior knowledge, and pupils enjoy engaging activities that reinforce their learning. Special educational needs and disabilities are well-supported, enabling all pupils to practice new skills regularly.
The school has recently prioritized early reading, with staff receiving training in a new phonics approach. However, the implementation lacks consistency, leading to some pupils not fully engaging with their learning. This inconsistency has resulted in gaps in their reading skills, and additional support has not been provided regularly enough. Nevertheless, reading materials are appropriately matched to the sounds pupils have learned, which helps build their confidence.
Stoberry Park School offers numerous opportunities for pupils to broaden their experiences, including visits from community helpers and a variety of clubs. Pupils actively participate in fundraising for local charities and take on responsibilities that foster a sense of community.
While most pupils conduct themselves well and understand the school’s expectations, low-level disruptions can still occur, affecting the learning environment. The school is committed to improving attendance and has made strides in this area. Parents have expressed positive feedback regarding recent changes made by school leaders, who are mindful of staff well-being during the improvement process.
The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. However, the school must address the need for a more structured approach to early reading instruction and clarify the specific knowledge required across subjects to enhance learning outcomes. Additionally, addressing low-level disruptions promptly is essential to maintain a conducive learning atmosphere.
