Stoke Lodge Primary School, located in Patchway, Bristol, has undergone a recent inspection that highlighted its overall effectiveness as good. The school has made significant improvements since its previous inspection, where it was rated as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision have all been rated as good, indicating a positive trajectory in the school's performance.
The school is well-integrated into its local community, fostering an inclusive environment where all pupils feel welcome. New students, including those who join mid-year, adapt quickly due to the staff's proactive approach in engaging with pupils and their families. Parental feedback is overwhelmingly positive, with many parents recommending the school. Pupils express pride in their school and enjoy a broad curriculum that enriches their educational experience. Staff effectively use praise to make pupils feel valued, and notable achievements are celebrated through initiatives like sending 'shout out' postcards home.
Pupils generally exhibit good behavior, understanding and adhering to school rules. They feel supported by staff, who are available to address any issues that arise. The school's resources promote mutual respect and tolerance among pupils. The curriculum is designed to enhance pupils' experiences, incorporating lessons on contemporary artists and composers, and offering an extensive residential visit program that promotes teamwork and personal growth. The school emphasizes the importance of empathy and understanding diversity, preparing pupils to become responsible citizens.
Leaders have worked diligently to refine the curriculum, ensuring it is ambitious and clearly outlines what pupils should learn in each subject. The quality of education has improved, with staff engaging in professional development to enhance their subject knowledge and teaching practices. However, there are areas for improvement, particularly in ensuring that all pupils, especially those in lower key stage two, receive the necessary support to build on their essential knowledge.
The school has placed a strong emphasis on developing pupils' oracy skills and teaching technical vocabulary across subjects, which has led to increased confidence in speaking and debating. Nonetheless, there are instances where early years staff could improve their interactions with children to better support language development.
Phonics instruction is consistent, and most pupils learn to read accurately, with recent changes to the reading strategy yielding positive results. Pupils with special educational needs and disabilities have fair access to the curriculum, and their progress is monitored effectively. However, some pupils who speak English as an additional language may not receive adequate support to fully grasp the curriculum's context and components.
The personal, social, and health education curriculum is comprehensive, teaching pupils about safety and healthy relationships. Attendance is generally good, and leaders have implemented robust systems to address any issues related to poor attendance. The school has seen marked improvements in behavior, resulting in a decrease in suspensions.
Safeguarding measures are effective, with policies aligned with government guidelines. Staff are trained to report concerns promptly, ensuring pupils feel safe and understand the risks associated with social media.
To further improve, leaders need to enhance support for pupils who speak English as an additional language and ensure that all staff consistently apply their subject knowledge in planning lessons. Addressing these areas will help maintain the school's positive trajectory and ensure all pupils receive the best possible education.
