Stanford Primary School, located in Norbury, London, underwent an inspection on March 21 and 22, 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. This was the first inspection under the current framework since the school had not been previously inspected under section five of the Education Act 2005.
Pupils at Stanford Primary School are generally happy and feel safe. The school fosters a caring and inclusive environment where students are encouraged to embody the school's values, which include being organized, confident, resilient, and cooperative. Positive relationships between pupils and staff contribute to a good atmosphere, and instances of bullying are rare and addressed promptly. The curriculum is broad and ambitious, but its implementation lacks consistency and precision, leading to gaps in knowledge and understanding in several subjects. This inconsistency affects pupils' preparedness for the next stages of their education.
The school provides opportunities for pupils to develop leadership skills through roles such as eco-captains and house captains, and they actively participate in school life, including organizing events like bake sales. Parents and carers appreciate the involvement opportunities, such as participating in school lunches. While the curriculum meets national expectations broadly, there are areas where it is not well sequenced or implemented, particularly in subjects outside of mathematics. This results in pupils not developing a deep understanding of essential concepts.
A structured phonics program is in place to support reading development, and while most staff have received training, there are inconsistencies in how sounds are modeled. Some pupils who struggle with reading receive additional support, but this is not always delivered effectively or in a timely manner, impacting their reading fluency and accuracy. The school promotes a love of reading through regular read-aloud sessions and engaging activities.
Leaders are proactive in identifying the needs of pupils with special educational needs and/or disabilities, ensuring that appropriate adaptations are made to the curriculum. The behavior of pupils is commendable, with a calm and respectful atmosphere throughout the school. Leaders have implemented measures to address attendance issues that arose during the pandemic, ensuring that pupils attend regularly.
The school offers a range of experiences to enrich pupils' personal development, including a careers week and discussions on current affairs. Staff receive training to support their professional growth, and they appreciate the efforts made by leaders to manage workload and well-being. Governance is effective, with trustees providing support and holding leaders accountable. However, there is a need for a stronger focus on monitoring the implementation of the foundation curriculum to ensure consistency and effectiveness.
Safeguarding arrangements are effective, with staff trained to identify and report concerns. The curriculum includes age-appropriate education on safety, consent, and healthy relationships. Leaders ensure that pre-employment checks are conducted appropriately. To improve, the school must enhance the accuracy and precision of the phonics program and ensure that the planned curriculum is implemented consistently across all subjects. This will help pupils secure the knowledge they need to succeed in their education.
