St Stephens (Saltash) Community Primary School
phone: 01752 843561
headteacher: Mr Martin Watkins
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 %
- 0.3 miles Longstone Infant School PL126DX
- 0.3 miles Saltash Junior School PL126DX
- 0.3 miles saltash.net community school PL124AY
- 0.3 miles Brunel Primary and Nursery School PL126DX
- 0.3 miles Saltash.net community school PL124AY (1325 pupils)
- 0.3 miles Brunel Primary and Nursery School PL126DX (326 pupils)
- 0.4 miles Bishop Cornish CofE VA Primary School PL124PA (209 pupils)
- 0.7 miles Burraton Community Primary School PL124LT (410 pupils)
- 0.7 miles Burraton Community Primary School PL124LT
- 1.2 mile Focus School - Plymouth Campus PL51HL (119 pupils)
- 1.3 mile Bull Point Community School PL51HL
- 1.5 mile Riverside Community Primary School PL51DD (534 pupils)
- 1.6 mile Barne Barton Community School PL51JH
- 1.6 mile St Paul's Roman Catholic Primary School PL51NE (206 pupils)
- 1.6 mile Barne Barton School PL51DL
- 1.6 mile St Paul's Roman Catholic Primary School PL51NE
- 1.7 mile Victoria Road Primary School PL51RH (212 pupils)
- 2 miles Mount Tamar School PL52EF (98 pupils)
- 2.1 miles Carbeile Junior School PL112NH (311 pupils)
- 2.1 miles Plaistow Hill Infant and Nursery School PL52DT (216 pupils)
- 2.1 miles St Budeaux Foundation CofE (Aided) Junior School PL52DW (198 pupils)
- 2.1 miles Tamarside Community College PL52AF
- 2.1 miles Marine Academy Plymouth PL52AF (867 pupils)
- 2.1 miles Marine Academy Primary (Map2) PL52AF (32 pupils)
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|
|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
| 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.
|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|
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
- Pupils’ special educational needs mainly relate to specific learning difficulties, autism spectrum
disorders, speech, language and communication difficulties and social, emotional and
- 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|
|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
- 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’
- 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
|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
|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 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|
|Unique reference number||1110966|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||274|
|Appropriate authority||The governing body|
|Date of previous school inspection||9–10 December 2010|
|Telephone number||01752 843561|
|Fax number||01752 849729|
|Inspection report:||St Stephen’s (Saltash) Community Primary School, 13–14 September 2012||9 of 9|