Stafford Leys Community Primary School, located in Leicester Forest East, has undergone an inspection that reflects significant improvements since its previous evaluation. The school has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, and leadership and management. However, early years provision has been identified as requiring improvement. The school has made notable strides since its last inspection, where it was deemed inadequate.
Pupils express pride in their school and feel secure, knowing that staff are dedicated to their well-being. The curriculum is designed to build on prior learning, with teachers maintaining high expectations for student achievement. The school environment is enriched with displays that celebrate student work, fostering a sense of accomplishment among pupils. The behaviour of students is commendable, as they demonstrate politeness and an understanding of acceptable conduct. The school employs learning mascots to promote positive learning behaviours, encouraging students to engage actively in their education.
While the curriculum for key stages one and two is well-structured, the early years curriculum is still in development. Some staff members lack confidence in delivering a comprehensive educational experience across all subjects for younger children. This gap highlights the need for further planning and support in early years education to ensure that all areas of learning are effectively addressed.
The school has successfully implemented a curriculum that supports knowledge progression through key stages one and two. Subject leaders actively monitor student learning to ensure alignment with curriculum goals. The school fosters a positive atmosphere where staff feel valued and supported, with leaders prioritizing their well-being and manageable workloads. Assessment practices are in place to confirm that students have a solid understanding of prior knowledge before advancing to new concepts.
In phonics instruction, a new approach has been introduced, providing students with exposure to a diverse range of reading materials. This consistency in phonics teaching across early years and key stage one is crucial for developing reading skills. In mathematics, the curriculum reinforces previous learning, with teachers encouraging students to articulate their thought processes and problem-solving strategies.
The school's personal development curriculum prepares students for life in modern Britain, instilling values of fairness and environmental awareness. Pupils are engaged in initiatives aimed at reducing plastic pollution and have challenged school leadership to adopt carbon-neutral practices. The school recognizes the importance of providing opportunities for disadvantaged pupils to participate in extracurricular activities, ensuring inclusivity.
Support for students with special educational needs and disabilities is a priority, with staff receiving training to accommodate diverse learning needs. However, there are instances where additional support may not be effectively tailored to individual student requirements. Leaders are aware of these challenges and are committed to seeking external assistance when necessary.
The early years leader understands the essential skills children need to transition to Year one, particularly in phonics and mathematics. However, the planning for the early years curriculum lacks detail in some areas, which can hinder effective learning. Staff training is needed to enhance knowledge of the early years curriculum and to ensure that all areas of learning are adequately addressed.
The safeguarding arrangements at the school are effective, with a dedicated team monitoring student welfare and collaborating with local agencies when necessary. Staff are trained to recognize and report concerns promptly, ensuring a safe environment for all pupils.
In summary, Stafford Leys Community Primary School has made commendable progress since its last inspection, achieving a good rating in several key areas. While there are areas for improvement, particularly in early years provision, the school demonstrates a commitment to fostering a positive learning environment and supporting the diverse needs of its students.
