School etc

St Stephens (Saltash) Community Primary School

St Stephens (Saltash) Community Primary School
Long Park Road

phone: 01752 843561

headteacher: Mr Martin Watkins

reveal email: secr…


school holidays: via Cornwall council

285 pupils aged 4—10y mixed gender
284 pupils capacity: 100% full

160 boys 56%


125 girls 44%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 242052, Northing: 58646
GPS coordinates
Latitude: 50.406, Longitude: -4.2241
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 13, 2012
Region › Const. › Ward
South West › South East Cornwall › Saltash South
Urban > 10k - less sparse
Free school meals %

rooms to rent in Saltash

Schools nearby

  1. 0.3 miles Longstone Infant School PL126DX
  2. 0.3 miles Saltash Junior School PL126DX
  3. 0.3 miles community school PL124AY
  4. 0.3 miles Brunel Primary and Nursery School PL126DX
  5. 0.3 miles community school PL124AY (1325 pupils)
  6. 0.3 miles Brunel Primary and Nursery School PL126DX (326 pupils)
  7. 0.4 miles Bishop Cornish CofE VA Primary School PL124PA (209 pupils)
  8. 0.7 miles Burraton Community Primary School PL124LT (410 pupils)
  9. 0.7 miles Burraton Community Primary School PL124LT
  10. 1.2 mile Focus School - Plymouth Campus PL51HL (119 pupils)
  11. 1.3 mile Bull Point Community School PL51HL
  12. 1.5 mile Riverside Community Primary School PL51DD (534 pupils)
  13. 1.6 mile Barne Barton Community School PL51JH
  14. 1.6 mile St Paul's Roman Catholic Primary School PL51NE (206 pupils)
  15. 1.6 mile Barne Barton School PL51DL
  16. 1.6 mile St Paul's Roman Catholic Primary School PL51NE
  17. 1.7 mile Victoria Road Primary School PL51RH (212 pupils)
  18. 2 miles Mount Tamar School PL52EF (98 pupils)
  19. 2.1 miles Carbeile Junior School PL112NH (311 pupils)
  20. 2.1 miles Plaistow Hill Infant and Nursery School PL52DT (216 pupils)
  21. 2.1 miles St Budeaux Foundation CofE (Aided) Junior School PL52DW (198 pupils)
  22. 2.1 miles Tamarside Community College PL52AF
  23. 2.1 miles Marine Academy Plymouth PL52AF (867 pupils)
  24. 2.1 miles Marine Academy Primary (Map2) PL52AF (32 pupils)

List of schools in Saltash

School report

St Stephen's (Saltash)

Community Primary School

Long Park Road, Saltash, Cornwall PL12 4AQ

Inspection dates 13–14 September 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

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

Nearly all pupils make good progress in
Standards have risen steadily over the last
Children in the Early Years Foundation Stage
Teaching and learning are good across the
reading, writing, communication and
three years and are currently broadly average
in English and above average in mathematics.
make good progress from generally below
expected starting points.
school and some teaching is outstanding.
Teachers have high expectations and provide
lessons that are interesting and help pupils to
learn well.
All pupils clearly enjoy school and take part in
The headteacher, assistant headteachers and
The actions taken to improve teaching
lessons with enthusiasm. Their behaviour is
good in lessons and around the school.
Attendance is high and nearly all pupils arrive
punctually. Pupils are safe and well looked
governors provide an effective leadership
team with high expectations for the further
improvement of the school.
through robust monitoring and the use of
performance management systems have
been highly successful. Previously inadequate
teaching has been eliminated.
A few pupils in the lower junior department
The progress made by pupils with speech,
have a poor understanding of letters and the
sounds they make (phonics).
language and communication difficulties in
writing requires improvement.
A small proportion of teaching requires
further improvement by ensuring that all
pupils always have work to do that is well
matched to their needs.
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 2 of 9

Information about this inspection

  • Inspectors observed 12 lessons, of which two were joint observations with senior and middle
    leaders. In addition, the inspection team made a number of other short visits to lessons.
  • Meetings were held with three groups of pupils, the Chair of the Governing Body, one other
    governor and members of the school management team.
  • Inspectors took account of the 25 responses to the online questionnaire (Parent View) in
    planning the inspection.
  • Inspectors observed the school’s work and looked at a number of documents, including the
    school’s own data on pupils’ current progress, planning and monitoring documentation, records
    relating to behaviour and attendance and evidence relating to safeguarding.

Inspection team

Stephen Dennett, Lead inspector Additional inspector
Marion Hobbs Additional inspector
Robert Arnold Additional inspector
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 3 of 9

Full report

Information about this school

  • The number of pupils on roll has fallen slightly since the school was last inspected in 2010. The
    school is currently larger than most primary schools.
  • The proportion of pupils eligible for the pupil premium is broadly average.
  • Around a sixth of pupils are identified as disabled or with special educational needs, which is
    below the national average. Of these pupils, half are supported on school action and half on
    school action plus; one pupil has a statement of special educational needs. The proportion of
    pupils supported on school action plus or with a statement of special educational needs is
    above average.
  • Pupils’ special educational needs mainly relate to specific learning difficulties, autism spectrum
    disorders, speech, language and communication difficulties and social, emotional and
    behavioural difficulties.
  • Very few pupils are from minority ethnic groups, mainly of mixed African and White or Asian
    origins. Very few pupils speak English as an additional language.
  • The school meets the government’s floor standard, which is the minimum expected for pupils’
    attainment and progress.
  • The school has a number of recent awards, including the Eco School’s Silver Award and the
    Cornwall PADL (Promoting Active Democracy Loudly) School Council Award.
  • There is privately run, pre-school provision on the school site.

What does the school need to do to improve further?

  • Improve standards of reading and writing in Years 3 and 4 by:
    identifying those pupils who have weak phonics skills
    providing focused teaching and targeted support for these pupils so that the
    remaining gaps in their understanding are closed rapidly.
  • Improve the support for pupils with speech, language and communication difficulties so
    that they make better overall progress, particularly in writing by:
    conducting further analysis of the barriers to learning that are preventing them make
    providing additional specialist teaching for these pupils, particularly in their
    understanding of phonics and sentence construction.
  • Improve the quality of teaching so that it is consistently good throughout the school by:
    building on the outstanding practice already in place
    ensuring that the work given to pupils is appropriate to their current needs and builds
    effectively on their prior learning.
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 4 of 9

Inspection judgements

The achievement of pupils is good
  • Children enter the school with skills that are generally below the levels expected for their
    age. They make good progress through the school and by the time they leave in Year 6,
    their attainment in broadly average in English and above average in mathematics.
  • Gaps in learning, which were evident in the 2011 national tests and teachers’ assessments,
    have been closed for nearly all groups of pupils. Boys have now caught up with girls and
    there is no significant difference in their performance.
  • There was evidence in 2011 that more-able pupils were underperforming, but now these
    pupils have made accelerated progress, with some making twice the expected progress in
  • Most groups of pupils, including those eligible for the pupil premium, make better progress
    than that expected nationally. Most disabled pupils and those with special educational
    needs also make good progress, although a few pupils with speech, language and
    communication difficulties are making slow progress in writing. The few pupils who speak
    English as an additional language make good progress in their acquisition of the language
    as well as other aspects of their learning.
  • Pupils communicate well and speak clearly and with expression when explaining their work
    in lessons.
  • Most pupils read well and widely, although a minority of pupils in the lower junior classes
    have a poorly developed understanding of letters and their sounds, which has a detrimental
    effect on both their reading and writing. Overall, pupils’ standards of reading are good at
    both key stages.
  • Standards of writing generally develop well through the school and pupils’ handwriting and
    presentation skills are consistently good in all classes. Older pupils use a good range of
    vocabulary when interviewing each other as part of their Victorian project, for example.
    Pupils write for a wide range of purposes and use imaginative and varied vocabulary.
    Standards of spelling are good, except for a minority of pupils in Years 3 and 4.
  • Pupils’ numeracy skills develop well across the school. Younger pupils have good basic
    numeracy skills, which they use effectively in a variety of situations to solve problems.
    Older pupils are very adept at manipulating numbers and often make very rapid progress in
    lessons. They quickly apply what they have learned to make accurate estimates when
    carrying out four-figure subtraction, for example.
The quality of teaching is good
  • The overall quality of teaching over time is good, with some examples of outstanding
    teaching in upper Key Stage 2.
  • In many lessons where pupils make good progress, assessment information is used well to
    ensure that work is carefully matched to pupils’ differing abilities. A range of interesting
    activities motivates pupils to learn and teachers use effective strategies to develop pupils’
    social skills.
  • Frequently, the pace of lessons is brisk, so that learning is rapid and pupils quickly acquire
    new skills. Effective plenary sessions review what pupils have learned and this enables
    them to understand how well they are doing and what they need to do to improve.
  • Occasionally, teachers do not provide the younger pupils in Key Stage 2 with sufficient
    guidance when giving them work to do. When this happens, pupils lose interest and stop
    working. Also, some of the tasks do not take sufficient account of pupils’ prior learning and
    current needs with the result that more-able pupils are not sufficiently challenged.
  • All teachers have good subject knowledge and expertise, which they use effectively to
    develop pupils’ skills in literacy. They provide a wide range of activities that promote pupils’
    vocabulary, confidence when speaking and writing skills. Reading is promoted effectively
    through guided reading sessions and the newly refurbished libraries encourage pupils to
    read widely.
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 5 of 9
  • Teaching assistants make a valuable contribution to learning by supporting pupils in lessons
    and small withdrawal groups. They also take effective lessons in design and technology as
    part of the school’s strategy to provide teachers with planning, preparation and assessment
  • Teachers and teaching assistants generally support disabled pupils and those with special
    educational needs well in lessons. They usually have tasks that are well matched to their
    needs, but a few pupils with speech, language and communication difficulties do not have
    sufficient specialist help to overcome their barriers to writing effectively.
  • Marking is used effectively throughout the school and there is consistent practice in all
    classes. This enables pupils to have a good understanding of how well they have performed
    and the next steps they need to take to improve their work. Most older pupils have a good
    understanding of the level at which they are working.
  • Homework is appropriate and successfully builds on what pupils have learned in lessons.
The behaviour and safety of pupils are good
  • Pupils’ behaviour is good throughout the school. They have positive attitudes to work and
    enthusiastically join in lessons.
  • Nearly all pupils were insistent that there was no bullying in the school and all said they felt
    safe. This was endorsed by the parents and carers spoken to during the inspection and
    from the online questionnaire (Parent View). Staff also agreed that behaviour was good and
    that pupils were consistently polite.
  • Behaviour is managed consistently well by all staff, including midday supervisors. The
    school rules and procedures are applied consistently and it is evident from records of
    incidents and exclusions that behaviour has improved considerably over the last three
  • The few pupils with emotional, social and behavioural difficulties are managed well. The
    school has a good track record in reintegrating pupils with challenging behaviour. Pupils
    with attention deficit disorder are also managed well.
  • Attendance has also improved dramatically over the last two years, moving from well below
    to well above average. Nearly all pupils arrive at school on time and the incidence of
    persistent non-attendance has been reduced to negligible levels.
  • Pupils are confident, well-balanced individuals who are well prepared for the next phase of
    their education.
The leadership and management are good
  • The headteacher, assistant headteachers and governors consistently communicate high
    expectations and an ambition to see the school improve. This is also shared by staff and
    the pupils themselves.
  • As a result of concerted and effective action by the governing body and senior
    management, teaching is good and any inadequate teaching has been eliminated.
    Performance management and professional development are used well to promote good
    teaching and are closely matched to the school’s targets for improvement as well as
    teachers’ training needs.
  • The school has robust procedures to evaluate its performance and consults widely with
    pupils, staff and parents and carers. Detailed analysis of pupils’ performance is used to set
    challenging targets for improvement. Staff monitor each pupil’s progress carefully and this
    information is used to ensure that no pupils fall behind in their learning.
  • The school has a well-thought-out strategy to promote literacy which ensures that all
    teachers are sufficiently well trained to deliver the curriculum effectively.
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 6 of 9
  • The governance of the school:
    The governing body systematically challenges and supports the professional
    management of the school through regular meetings, visits, monitoring of lessons and
    the use of parental questionnaires.
    Governors are proactive in establishing priorities for improvement and have taken a
    lead role in dealing with poor teaching and pupils’ underachievement.
    Highly effective use has been made of performance management systems to ensure
    that the targets set for school improvement have been carried out.
    The governing body has made effective use of the local authority school improvement
    team and a consultant to help it address the issues that self-evaluation has identified.
    Effective sub-committees oversee every aspect of the school’s work and ensure that it
    meets statutory requirements, including those relating to safeguarding. They also
    ensure that resources, including financial resources, are used effectively.
    Effective use has been made of the pupil premium to overcome most barriers to
  • The imaginative school curriculum provides a range of interesting activities that are well
    matched to the needs of pupils, including disabled pupils and those with special
    educational needs. It promotes pupils’ spiritual, moral, social and cultural development
    well, including a good emphasis on the arts and music. It is also effective in promoting
    positive behaviour and a good understanding of health and safety.
  • The school places a suitable emphasis on equality of opportunity, so that no groups are
    disadvantaged. The curriculum and building have been adapted appropriately to ensure
    that all pupils have equal access to all the school offers.
  • The school works well with parents and carers. The school website is useful in
    communicating with parents and carers and most of those spoken to say they are kept
    well informed. This was also reflected in the responses to the online questionnaire.
    Parents and carers say that the reports they receive on their children’s progress are
    informative and accurate.
  • The school works effectively with other schools and organisations, including the on-site,
    pre-school provision, which is privately managed.
  • The school works well with the local community, including the parish church, the Saltash
    May Fair and Christmas lantern parade. It also has benefited from involvement with the
    town band, with many pupils taking up brass instrument lessons as a result.
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 7 of 9

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 employment.
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.

Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 8 of 9

School details

Unique reference number 1110966
Local authority Cornwall
Inspection number 405366

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 274
Appropriate authority The governing body
Chair David Willcocks
Headteacher Martin Watkins
Date of previous school inspection 9–10 December 2010
Telephone number 01752 843561
Fax number 01752 849729
Email address reveal email: secr…
Inspection report: St Stephen’s (Saltash) Community Primary School, 13–14 September 2012 9 of 9

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