Stone with Woodford Church of England Primary School, located in Gloucestershire, underwent its first inspection as an academy in November 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes, leadership and management, and early years provision also marked as requiring improvement. However, personal development was rated as good. The school community is described as welcoming and friendly, with staff and pupils viewing it as a family. Pupils generally enjoy attending school and exhibit considerate and respectful behavior towards one another. While most pupils engage well in their learning, there are instances where instructions are not followed, leading to disruptions.
Pupils feel safe and are well cared for, particularly in the early years. They demonstrate tolerance and a willingness to learn about diverse beliefs and values. Although bullying is infrequent, pupils are confident that any incidents will be addressed promptly. The school promotes a love of reading, but the reading curriculum does not effectively support all pupils in retaining what they have learned. While pupils are eager to discuss their learning, they do not consistently grasp essential content.
The headteacher has a clear vision for improvement, focusing on safeguarding and curriculum development, which has been positively received by staff and parents. Staff collaboration has led to advancements in subject curriculums, particularly in core subjects like mathematics, where they possess solid subject knowledge. However, there is a lack of understanding regarding what constitutes a strong curriculum, and essential knowledge from early years onward has not been clearly identified. Consequently, pupils struggle to build a solid foundation for deeper learning.
Leaders recognize the significance of reading and have introduced a systematic approach to its teaching. Despite this, the curriculum is not implemented as intended, resulting in pupils occasionally failing to recall and apply phonics knowledge effectively. While pupils' reading materials are generally aligned with their phonics knowledge, mismatches can hinder their decoding skills and reading fluency.
Assessment practices are effective in core subjects but remain underdeveloped in others. Teaching does not consistently evaluate pupils' understanding, leading to unaddressed difficulties in learning. Expectations for pupils with special educational needs and disabilities are not sufficiently high, and the curriculum is not adequately adapted to meet their needs. Although staff are familiar with the pupils, they often lack the strategies to ensure that these pupils achieve their potential.
While many pupils demonstrate good behavior and a desire to learn, distractions can occur, particularly when the curriculum does not meet their needs. Attendance is taken seriously, and a new system has been implemented to improve it, though its effectiveness is still being evaluated. The school has a well-structured curriculum for personal development, which is responsive to pupils' needs. Staff support is strong, and leaders are mindful of staff well-being and workload. However, governors lack a realistic understanding of the school's strengths and weaknesses.
The safeguarding arrangements are effective, with improved systems for record-keeping and regular staff training. Pupils are aware of how to stay safe and know there is always someone to talk to regarding concerns. To improve, the school must raise expectations for pupils with special educational needs, ensure the curriculum meets all pupils' needs, enhance curriculum understanding among staff, and utilize assessment more effectively to monitor learning progress.
