School etc

King's Stanley CofE Primary School

King's Stanley CofE Primary School
Broad Street
King's Stanley

phone: 01453 822868

head teacher: Mrs Barbara Deacon

reveal email: h…

school holidays: via Gloucestershire council

197 pupils aged 4—10y mixed gender
210 pupils capacity: 94% full

100 boys 51%


95 girls 48%


Last updated: July 28, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
Open date
Sept. 1, 2008
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 381271, Northing: 203390
GPS coordinates
Latitude: 51.729, Longitude: -2.2726
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 22, 2013
Ofsted special measures
In special measures
Diocese of Gloucester
Region › Const. › Ward
South West › Stroud › The Stanleys
Urban > 10k - less sparse
Free school meals %

rooms to rent in Stonehouse

Schools nearby

  1. 0.1 miles Kings Stanley Infant School GL103PN
  2. 0.2 miles King's Stanley Church of England Junior School GL103HZ
  3. 0.3 miles Leonard Stanley Church of England Primary School GL103LY (179 pupils)
  4. 1.1 mile Wycliffe College GL102JQ (746 pupils)
  5. 1.1 mile Hopelands Preparatory School GL102AD (82 pupils)
  6. 1.1 mile The Cornerstone GL54TX
  7. 1.4 mile Park Junior School GL102NP (226 pupils)
  8. 1.4 mile Foxmoor Primary School GL54UJ (263 pupils)
  9. 1.4 mile The Park Infant School GL102NP (154 pupils)
  10. 1.6 mile St Matthew's Church of England Primary School GL54JE (209 pupils)
  11. 1.7 mile Maidenhill School GL102HA (460 pupils)
  12. 1.7 mile The Shrubberies School GL102DG (103 pupils)
  13. 1.8 mile Woodchester Endowed Church of England Aided Primary School GL55PD (142 pupils)
  14. 1.9 mile Cashes Green Primary School GL54NL (141 pupils)
  15. 1.9 mile Gastrells Community Primary School GL53PS (173 pupils)
  16. 1.9 mile St Joseph's Catholic Primary School GL103TY (103 pupils)
  17. 2 miles Marling School GL54HE
  18. 2 miles Upfield Preparatory School GL54AY
  19. 2 miles Marling School GL54HE (867 pupils)
  20. 2.1 miles Archway School GL54AX (1166 pupils)
  21. 2.1 miles Stroud High School GL54HF
  22. 2.1 miles Stroud Girls' High School GL54HF
  23. 2.1 miles Stroud High School GL54HF (897 pupils)
  24. 2.2 miles Rodborough Community Primary School GL53RT (212 pupils)

List of schools in Stonehouse

School report

King's Stanley CofE Primary


Broad Street, King's Stanley, Stonehouse, GL10 3PN

Inspection dates 9−10 December 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils are taught well, helping them to make good
Achievement is good. By the end of Year 6 some
The provision in the Early Years Foundation Stage
Outstanding behaviour contributes to the positive
Pupils feel safe and look out for each other.
progress in lessons and over time.
pupils make outstanding progress, given their
starting points.
is good. It is improving rapidly as a result of the
drive to meet each child’s needs.
and inclusive ethos that permeates all aspects of
the school’s work.
The headteacher’s outstanding leadership inspires
Leadership and management are good. School
Governors are focused and influential. They
staff and pupils to do their very best. His
commitment to helping everybody succeed is a
significant factor in the improved teaching and
achievement since the last inspection.
leaders consult widely and act decisively. School
improvement planning is aimed at where it can
have most impact in the shortest time.
regularly check up on what is happening in school.
They challenge leaders to raise the quality of
teaching and achievement further.
Outdoor activities in the Early Years Foundation
Stage are not organised well to make the most of
the small outdoor area.
Some teaching does not provide sufficient challenge
for more able pupils.

Information about this inspection

  • Inspectors observed 19 lessons. In all lessons inspectors were joined by either the headteacher or the
    deputy headteacher.
  • The inspectors took account of 32 responses to the online Parent View survey, as well as discussions with
    parents at the end of the school day.
  • Inspectors talked with two groups of pupils as well as with individual pupils during their lessons and at
    break time. Inspectors looked at work in pupils’ books. They talked about reading with pupils from Years
    1, 2 and 5, and listened to them read.
  • Inspectors held discussions with the school leaders, teachers, the designated safeguarding leader, subject
    leaders, the local authority school intervention officer, the Chair of the Governing Body and two governors.
    Inspectors scrutinised a range of documentation, including pupils’ attainment and progress, case studies
    of selected pupils, child protection and safeguarding, the school’s curriculum, the management of
    teachers’ performance and the school’s plans for improvement.

Inspection team

Jonathan Palk, Lead inspector Her Majesty’s Inspector
Lorna Brackstone Her Majesty’s Inspector

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion
that the school no longer requires special measures.

Information about this school

  • This school is smaller than the average-sized primary school.

The proportion of pupils supported through the pupil premium, which is additional government funding for

pupils known to be eligible for free school meals and those who are looked after by the local authority, is

below the national average. There are no pupils looked after by the local authority.

The proportion of pupils with special educational needs is below the national average.

The school meets the government’s current floor standard, which sets the minimum expectations for

pupils’ attainment and progress.

  • The acting deputy headteacher was appointed as headteacher at the start of this term. The governors
    have appointed a teacher as acting deputy headteacher for one year.
  • Provision for early years is full time.

What does the school need to do to improve further?

  • Secure typically outstanding teaching by:
    making certain that all lesson planning and teaching provide high levels of challenge for more able
    ensuring that teachers are consistent in using subject specific language and make this available to
    pupils in all lessons
    introducing good quality investigations into mathematics lessons that encourage pupils to deepen their
  • Improve the experiences of children in the Early Years Foundation Stage by:
    offering interesting and challenging experiences in the outside area
    improving their physical development.

Inspection judgements

The leadership and management are good
  • The headteacher promotes a steadfast belief in every pupil and all staff. His unwavering dedication and
    passion in every pupil’s achievement are outstanding. Staff and pupils have risen to the challenges he
    sets, work hard, and are ambitious to make everyone’s time at school a success.
  • Staff are supported every step of the way in improving their teaching, with a skilfully designed programme
    of professional development, a blend of utilising the strengths of existing teachers and working with local
    schools and local authority specialist staff. The experience of visiting other schools helps staff clarify their
    aims and vision for the school.
  • The headteacher has excellent communication skills. Parents value the weekly newsletters for the clarity
    of information they provide about school improvement and pupils’ successes. Governors have benefited
    from transparent reporting on each element of the comprehensive action plan.
  • Staff are rigorous in their checking on pupils’ progress and adjusting the offer of additional learning groups
    using the expertise of the teaching assistants.
  • The school promotes equality of opportunity well and tackles discrimination of all kinds very effectively.
    The provision for disadvantaged pupils, disabled pupils and those with special educational needs is
    unambiguous. The precise use of additional funding is used to effectively to meet the learning needs of
    these pupils. They are fully involved in lessons and so make rapid progress.
  • School leaders evaluate supplementary programmes well. Staff use these to ensure that pupils who aspire
    to the highest level in mathematics and writing tests and for pupils who need improve their reading skills
    make rapid improvement in their academic achievement.
  • The school has used the additional sport funding wisely. Staff have received training through working
    alongside sports coaches. The money is used to provide teachers and pupils with experiences of a variety
    of recreational sports. The uptake of school sporting clubs is high.
  • Leaders rigorously check the quality of teachers’ work and the secure link between pupils’ success and
    salary progression ensures that only good practice is rewarded. The headteacher provides straightforward
    and specific feedback to staff on the effectiveness of their lessons, ensuring that they have an accurate
    understanding of the strengths and weaknesses of their teaching.
  • Self-evaluation is accurate as leaders have a good understanding of the school’s strengths and
    weaknesses. Leaders’ evaluation is made more effective by the collaboration with local school networks,
    the local authority, and governors’ astute oversight. English, mathematics and the early years leaders’
    development plans accurately highlight areas for improvement. These are implemented effectively.
  • The quality of spiritual, moral, social and cultural education is strong and helps pupils respect each other
    and value their differences. The programme to help pupils to understand other cultures feeds their interest
    well. They are aware of how their fundraising has helped improve lives at home and abroad. These
    activities help them become mindful of the rich diversity of life in modern Britain and the wider world.
  • The school’s curriculum provides memorable experiences and rich opportunities for good quality learning.
    The outdoor lessons, as well as experiences in sport, music and drama, have a very positive impact on
    pupils’ aspirations.
  • Safeguarding procedures meet statutory requirements and reflect positively the staff’s determination to
    ensure all pupils can get the most from their education.
  • The strong collaboration with the local authority forged after the last inspection has been central to
    improvement. The programme is carefully tailored to the school’s needs. Effective links with the teaching
    school are having a significant impact in improving mathematics teaching.
  • The governance of the school:
    The governing body used the review of governance to establish a dedicated team with the full range of
    skills needed to maintain a tight oversight of the school’s work. The governing body works closely with
    headteacher and staff to check and challenge the impact of their work. They take nothing at face value,
    but delve and question all the time. Experts on the governing body have been used effectively to
    perfect safeguarding procedures and improve the quality of mathematics teaching.
    The governors have made a strong contribution to shaping the school’s action plan. They have
    influenced how the school presents assessment information in order that all governors can be involved
    in measuring pupils’ progress against national expectations.
The behaviour and safety of pupils are good
  • The behaviour of pupils is outstanding. Attitudes to learning have transformed as lessons have become
    more fun and pupils are clear about what they have to do. Pupils, including those who lack confidence,
    are eager to contribute, but will await their turn patiently. Pupils calling out or failing to listen to
    instructions never disrupt lessons. They engage quickly with the focus of the lesson and work well with
    each other when asked.
  • Pupils enjoy being challenged, particularly in their reading and writing. Science and art lessons are a firm
    favourite with Year 5 pupils because of the chance to experiment and explore ideas.
  • Pupils take their roles and responsibilities for the school grounds and the outdoor school, and during
    assemblies and lunchtimes, seriously. Year 6 pupils are ‘buddies’ for the children in the Early Years
    Foundation Stage and show them the high expectations of conduct and behaviour in and around school.
    As a result, young children behave well and their personal development is particularly strong. Parents and
    carers report that having to deal with poor behaviour is rarely an issue with their children.
  • Pupils enjoy their homework assignments and complete these to a high standard. They are frequently
    given choices about what they can study, or work as a team to produce a piece of research for the class.
  • The school’s work to keep pupils safe and secure is good.
  • Pupils know how to stay safe. They receive appropriate guidance through lessons and assemblies in
    developing skills that keep them safe in their lives. They recognise when they are vulnerable because staff
    encourage them to speak out when they have concerns. Pupils report that they are listened to and value
    the chance to speak with a family worker and counsellor to help them resolve worries.
  • Attendance is above average. There is almost no unauthorised or persistent absence.
  • Pupils know what to do if they witness or experience bullying. They say it is very rare and teachers deal
    with any unsafe behaviour very quickly. They talk knowledgeably about the work of staff who help pupils
    resolve conflicts they may experience. Safeguarding is not yet outstanding as lessons do not emphasise
    enough the importance of protecting pupils from forms of abuse emanating from mobile technology and
    the internet.
The quality of teaching is good
  • Lesson planning is detailed, with a variety of activities that interest and engage pupils of different abilities.
    Teachers have high expectations of what pupils can achieve and work hard to make sure lessons are
    challenging and enjoyable.
  • Team working is encouraged and pupils are open about any difficulties that they have understanding their
    work. They speak with pride about their high quality written work and topic work.
  • Teachers conscientiously use targets as a mechanism for helping pupils improve their work. Importantly
    for the pupils, the teaching directly addresses these targets through good questioning and examples.
    Small teaching groups in lessons are chosen according to how pupils are mastering and using new skills.
    In this way learning never slows.
  • Good teaching of writing is evident in the high proportion of pupils making better than nationally expected
    progress. Pupils get the time to complete extended pieces of writing across a range of subjects. Teachers
    regularly check their pupils’ written work, adding helpful comments. Consequently, written work is revised
    continually, resulting in high-quality pieces produced before the end of the topic. The personal satisfaction
    this generates only serves to strengthen pupils’ resolve to do even better.
  • Disabled pupils and those with special educational needs are included in all lessons. They receive expert
    help from trained staff. The regular assessment and structured conversation with each pupil help teachers
    identify where they need to broaden and deepen the pupils’ learning.
  • Marking is very focused on informing pupils of their next steps to improve their work and picking up on
    misconceptions and errors. Tenacity from teachers in ensuring that the learning is secure before moving
    on maintains pupils’ confidence.
  • Teachers are reflective, evaluating each of their lessons to see how they can improve the learning. The
    strategies for motivating pupils to try to work things out for themselves are made easier with the helpful
    writing prompts provided to the pupils in lessons.
  • Teaching is not yet outstanding. Teachers do not always ensure pupils access the language relevant to the
    subject taught or insist on this when they respond to questions or explain their ideas. In some of the
    lessons seen and the books scrutinised it is apparent that more able pupils are sometimes limited by tasks
    that are too easy.
  • Not enough lessons in mathematics invite pupils to use and apply their skills through investigations in the
    required areas of study.
The achievement of pupils is good
  • Children join the Reception class with skills that are average. Some year groups going through the school
    had above average skills when they joined school. Children are making good progress as a result of good
    provision, particularly in their attitudes to learning and communication skills.
  • All groups of pupils including those with special educational needs, those from below, average and above
    average starting points make much better than the progress expected nationally. Consequently, the vast
    majority of pupils are now reaching the national average at the end of Key Stage 1 and Key Stage 2, with
    significant numbers gaining the higher levels.
  • Results in national tests and teacher assessments in 2013 rose in Key Stage 1 and Key Stage 2. This
    improvement continued in the 2014 national assessments, securing a reversal of previous trends. In Key
    Stage 2, achievement in reading is now well above average.
  • Lesson observations, scrutiny of work and the school’s reliable predictions confirm that accelerated
    progress continues. The standard of writing is high across the school. The consistent approach to
    teaching writing that began at the start of 2014 is bearing fruit. Pupils are familiar with a wide range of
    writing techniques and plan their re-writing carefully. The teachers provide a wide range of props and
    prompts, some in the form of a tool kit, to help them structure their writing. The emphasis given to
    collecting appropriate vocabulary is a challenge for all pupils and spurs them to some excellent creative
  • The proportion attaining the standard in the Year 1 letters and sounds check last year was high. The daily
    attention given to learning letters and the sounds they make has improved the skills of lower attaining
    readers. The daily individual reading sessions with trained staff and volunteers are also effective. The
    adjustments to the small group reading sessions, that invite questions before pupils start to read the text,
    have proved to be a significant factor in improving reading comprehension.
  • Pupils’ achievement in mathematics is good. Teachers thoroughly map out any gaps in pupils’ skills and
    tackle these first. Good attention is paid to improving pupils’ mental arithmetic skills in all year groups.
    However, there are few good quality investigation tasks that encourage all pupils to apply their number
    skills and make connections between measures, geometry and statistics.
  • More able pupils in Year 6 are provided with additional lessons that demand more of their skills. This
    ensures that they achieve the highest levels in national tests and assessments. In mathematics, more
    able pupils are given work that challenges them to apply their skills to problems, such as giving Year 4
    pupils the task of finding the area of compound shapes.
  • The achievement of disadvantaged pupils exceeds expectations nationally and of other pupils in the
    school. The average point score of the few disadvantaged pupils exceeds the national by the equivalent
    of one term. The additional funding to support disadvantaged pupils is precisely targeted to where there
    is a need. This may be additional one-to-one lessons in English and mathematics, sessions before the
    start of the lesson to go over skills, or an opportunity to have music lessons.
The early years provision is good
  • Children settle quickly into the Early Years Foundation Stage because routines and good relationships are
    swiftly established. Children, including those who have special educational needs, those for whom the
    school receives additional funding and the most able, make good progress from their various starting
    points and develop into confident young learners. Children are well prepared for Year 1.
  • Teaching is good. Adults effectively support and extend children’s understanding and knowledge by
    showing the children how to use skills and asking probing questions. They observe the children’s
    responses carefully and adjust the day’s activities to meet their needs.
  • The Early Years Foundation Stage leader knows the strengths and areas requiring development in her
    team and has already implemented a training programme for staff. Good use is made of visits to other
    local schools to see best practice and glean ideas.
  • The school leaders rigorously check that all possible steps are taken to ensure the children are
    safeguarded. Children are closely supervised, they understand the safety routines, including hand
    washing before eating, and they play safely together. Their behaviour is good.
  • Staff support each other well. They set consistent expectations of the children and offer warm
    encouragement to promote good learning. Indoors, the children are motivated to practise their writing
    skills in the Pen Den and develop their creativity at the Creation Station.
  • Easy access to the safe and secure outdoor area enables the children to extend their learning outside.
    These experiences are not always challenging the children to explore and develop their ideas. Although
    adequately resourced with interesting activities such as a ‘mud kitchen’ and opportunities for ‘treasure
    hunts’, the area is too small for the children to develop their physical skills, such as climbing and steering
    wheeled vehicles.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 135266
Local authority Gloucestershire
Inspection number 447459

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4−11
Gender of pupils Mixed
Number of pupils on the school roll 199
Appropriate authority The governing body
Chair Mrs Ceri Turrell
Headteacher Mr Derk van den Broek
Date of previous school inspection May 2013
Telephone number 01453822868
Email address reveal email: h…

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