School etc

Stanton Community Primary School

Stanton Community Primary School
Bury Lane
Bury St Edmunds

phone: 01359 250225

headteacher: Mrs Susan Chapman

reveal email: ad.s…


school holidays: via Suffolk council

188 pupils aged 2—9y mixed gender
210 pupils capacity: 90% full

90 boys 48%


100 girls 53%

≤ 234a44b44c125y96y167y158y169y15

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 596620, Northing: 273261
GPS coordinates
Latitude: 52.322, Longitude: 0.88363
Accepting pupils
3—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 10, 2013
Region › Const. › Ward
East of England › West Suffolk › Stanton
Town and Fringe - less sparse
Free school meals %

rooms to rent in Bury St. Edmunds

Schools nearby

  1. 0.2 miles Blackbourne Church of England Voluntary Controlled Middle School, Stanton IP312AW (225 pupils)
  2. 1.6 mile Bardwell Church of England Voluntary Controlled Primary School IP311AD (55 pupils)
  3. 1.9 mile Reeves Hall School IP222PP
  4. 1.9 mile Reeves Hall School IP222PP
  5. 2.2 miles Barningham Church of England Voluntary Controlled Primary School IP311DD (80 pupils)
  6. 2.3 miles Ixworth Middle School IP312HS (323 pupils)
  7. 2.3 miles Ixworth Free School IP312HS
  8. 2.6 miles Ixworth Church of England Voluntary Controlled Primary School IP312EL (202 pupils)
  9. 2.6 miles Walsham-le-Willows Church of England Voluntary Controlled Primary School IP313BD (120 pupils)
  10. 3 miles Badwell Ash Church of England Voluntary Aided Primary School IP313DG
  11. 3.4 miles Honington Church of England Voluntary Controlled Primary School IP311RE (152 pupils)
  12. 4 miles Hopton Church of England Voluntary Controlled Primary School IP222QY (69 pupils)
  13. 4.6 miles Norton CEVC Primary School IP313LZ (162 pupils)
  14. 4.7 miles Rickinghall VC Primary School IP221HD
  15. 5 miles Riddlesworth Hall School IP222TA (81 pupils)
  16. 5.5 miles St Botolph's Church of England Voluntary Controlled Primary School IP221DW (192 pupils)
  17. 5.6 miles Thurston Church of England Voluntary Controlled Primary School IP313RY (176 pupils)
  18. 5.6 miles Thurston Community College IP313PB (1345 pupils)
  19. 5.7 miles Garboldisham Church Primary School IP222SE (110 pupils)
  20. 5.8 miles Redgrave and Botesdale Primary School IP221RS
  21. 6 miles Great Barton Church of England Voluntary Controlled Primary School IP312RJ (172 pupils)
  22. 6.2 miles Elmswell Community Primary School IP309UE (257 pupils)
  23. 6.2 miles Bacton Community Middle School IP144LH (380 pupils)
  24. 6.6 miles Bacton Community Primary School IP144LL (123 pupils)

List of schools in Bury St. Edmunds

School report

Stanton Community Primary


Bury Lane, Stanton, Bury St Edmunds, IP31 2DE

Inspection dates 10–11 September 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
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

Pupils achieve well and make good progress.
Teaching and learning are good and
Pupils’ behaviour is outstanding. Their
The relatively new curriculum has enthused
sometimes outstanding. There is no
inadequate teaching.
behaviour in lessons is never less than good
and usually excellent, and even when the
pace of learning slows they remain eager
pupils and teachers alike.
Leadership and management are good. The
The governing body is a real strength. The
The school is improving because the senior
headteacher provides very good leadership and
works well with the deputy headteacher to
provide a safe, happy and industrious learning
governors know the school well. They provide
well-informed challenge and good strategic
leadership team and governing body use
performance management systems well to
improve the quality of teaching.
Not enough teaching is outstanding and not
all is good. Sometimes teachers do not make
good use of pupils’ individual targets for
improving their work in lessons. Where
teaching requires improvement, the pace of
learning is not as fast as it could be.
At present too few teachers are involved in the
leadership and management of the school. This
means that too much is being done by the
headteacher and deputy headteacher, which
sometimes distracts them from their focus on
accelerating pupils’ progress.

Information about this inspection

  • Inspectors observed eight lessons or part-lessons, seven of which were seen jointly with the
    headteacher or deputy headteacher. Inspectors also made a number of short focused visits to
    observe teaching.
  • Meetings were held with the current and previous school councils, four members of the
    governing body, the headteacher, the deputy headteacher, the special educational needs
    coordinator and other members of staff. The lead inspector also spoke with a representative
    from the local authority and a school improvement consultant.
  • Inspectors spoke informally to pupils on the playground and around the school. The team
    inspector listened to pupils read and talked to them about their books and favourite authors.
  • Inspectors took account of the 29 responses to the online questionnaire (Parent View) during
    the inspection and also spoke to parents at the start of the day.
  • They observed the school’s work and looked at a range of documents, including the school’s own
    information on pupils’ achievement, documents relating to safeguarding and staff training, and
    records of governing body meetings and those relating to the performance management of staff.
    The lead inspector also scrutinised the school’s self-evaluation and improvement planning.
  • During this inspection, inspectors asked additional questions designed to ascertain the school’s
    view of the impact and effectiveness of local authority services to support school improvement.
    This information will contribute to work being carried out by Ofsted to assess the use, quality
    and impact of those services.

Inspection team

Robert Lovett, Lead inspector Her Majesty’s Inspector
Paul Barraclough Additional Inspector

Full report

Information about this school

  • Stanton Primary School is smaller than the average-sized primary school.
  • The proportion of disabled pupils and those who have special educational needs supported at
    school action is below the national average. The proportion supported at school action plus or
    with a statement of special educational needs is above average.
  • The proportion of pupils supported through the pupil premium is above average. This is
    additional funding for specific groups of pupils such as those known to be eligible for free school
    meals and children in local authority care.
  • The proportion of pupils who leave or join partway through their primary school education is
    higher than average.
  • Almost all pupils are of White British heritage, with small numbers from a range of different
    ethnic and cultural backgrounds.
  • The proportion of pupils who speak a first language other than English is low.
  • Following the reorganisation of education in Suffolk, the school’s first group of Year 5 pupils
    entered in September 2013. They will move to Year 6 in September 2014, at which time the
    school will have pupils from ages 3 to 11.
  • The school shares the site with a children’s centre and pre-school. Neither is run by the
    governing body, and they were not inspected as part of this inspection.

What does the school need to do to improve further?

  • Improve the quality of teaching so that more is outstanding and none is less than good by:
    making more explicit reference to pupils’ targets at the start of lessons, so pupils know exactly
    what they are aiming for
    ensuring there is always a high level of challenge for the most able pupils
    developing strategies to ensure that learning always proceeds at a good pace
    making sure that teachers always focus their attention on what pupils are to learn rather than
    on what they are to do.
  • Increase the effectiveness of leadership and management by:
    improving the way leadership roles and accountabilities are distributed throughout the school
    making better use of the new system for tracking how well pupils are doing to identify possible
    underachievement and hold teachers fully to account for pupils’ progress.

Inspection judgements

The achievement of pupils is good
  • Achievement is not outstanding because the proportions of pupils making good and better
    progress are not consistently high across subjects and classes.
  • Children join the Nursery with differing levels of skills and knowledge, some with poorly
    developed language and social skills. Most make good progress during their time in the Nursery
    and Reception classes and enter Year 1 ready to tackle more formal learning.
  • In 2012 the proportion of Year 1 pupils achieving at the expected level in the phonics (letters
    and the sounds they make) screening test was similar to that expected nationally. The most
    recent screening test for phonics indicates that standards have risen significantly and most
    pupils are performing above the level expected.
  • At the end of Year 2 attainment has been significantly above average overall and in writing in
    each of the last three years. Attainment in mathematics is above average. The most recent
    assessments indicate that this is likely to remain the case in 2013, with particularly good gains in
    reading. The most able pupils have done well, particularly in mathematics.
  • The pupils who have just entered Year 5 have made good progress since joining the school, and
    good progress in Years 3 and 4. Pupils have made the best progress in reading and least in
    mathematics. Both the most and least able are making good progress. While the proportion of
    the most able pupils exceeding nationally expected progress is high, some could make better
    progress still if expectations in lessons were higher. Pupils joining the school during the year
    settle quickly and rapidly begin to make the same good progress as their classmates.
  • A high proportion of pupils are on track to exceed the progress expected nationally for their age
    by the time they leave the school.
  • Pupils supported through the pupil premium have made particularly good progress. Because of
    the well-targeted support they receive, they often make better progress than their classmates so
    any gaps in their performance when compared with other pupils in the school are closing rapidly.
    The most recent published data indicate that on average the attainment of these pupils in
    reading, writing and mathematics is above that of similar pupils nationally, and better than all
    pupils nationally.
  • Because of the good support they receive, disabled pupils and those who have special
    educational needs make good progress. The oldest pupils in this group making particularly good
    progress in reading.
  • In most lessons seen during the inspection pupils’ progress was good. In all classes observed,
    relationships were very positive and pupils were eager to learn. When teaching is good or better,
    pupils learn at a rapid pace because lessons are lively and engaging and work is well matched to
    their differing ability levels. In these lessons the most able pupils make particularly good
    progress because they are challenged well. Pupils are encouraged to be resilient and think for
The quality of teaching is good
  • The quality of teaching is usually good across a range of subjects, and in all key stages. It is not
    outstanding overall because not enough is outstanding and a small amount requires
  • Pupils make the most rapid progress when work is carefully matched to their individual needs
    and expectations are high. In these lessons teaching proceeds at a good pace. In a mathematics
    lesson on ‘place value’ the teacher provided very good support and challenge for the most able
    pupils by working with them on large numbers and promoting a lively discussion on techniques
    for dividing five-digit numbers. This is not always the case. In some lessons the challenge for
    some of the most able pupils is not high enough. Teachers use imaginative illustrations to
    enliven learning, such as half a Scotch egg to illustrate the structure of the earth in a geography
  • Where teaching is less successful, teachers talk too much about what pupils are to do and not
    enough about what they are expected to learn. In consequence pupils focus too much on
    carrying out a task, such as designing a leaflet, and not enough on the quality of the writing it is
    designed to carry. On other occasions teachers’ expectations about the pace at which pupils can
    work are too low, particularly early on in lessons.
  • In an effective physical education session led by a visiting school sports coach, good planning
    made the progression of skills clear, the coach engaged well with pupils, and everyone
    (especially the adults) got out of breath. Pupils enjoy physical activities and games, including
    after-school clubs. They say they would welcome the reintroduction of a football club.
  • Teaching in the Nursery and Reception classes is typically at least good. There is a good balance
    between play, learning which children choose for themselves, and teacher-led activities such as
    counting and the teaching of phonics. Teachers make good use of interactive whiteboards to
    engage children and make learning fun.
  • Marking, which was an area for development at the time of the last inspection, has improved. It
    is generally detailed and thorough and some is of high quality. The best marking tells pupils how
    well they have done and what they need to do to improve their work. Pupils make good use of
    the ‘early learning’ time at the start of the day to respond to teachers’ marking and improve their
    work. One pupil said this helped him to ‘get things right next time’. Targets for improvement are
    displayed in the front of pupils’ books, but they are not routinely referred to at the start of
    lessons so that pupils know how the work will help them to reach their targets.
  • Teachers accurately assess how well pupils read and guide them carefully in their selection of
    books. Most pupils read for pleasure and talk knowledgably about the books they enjoy and their
    favourite authors, with JK Rowling among the favourites. More-able readers read fluently and
    confidently. Less-able readers say they too like reading, but they do not always use their
    knowledge of phonics well enough to help them read unfamiliar words.
The behaviour and safety of pupils are outstanding
  • Pupils’ behaviour in and around the school is almost always exemplary. They are polite, friendly
    and welcoming. Pupils who are new to the school say they quickly feel part of the community
    and make friends. At break times older pupils readily play with younger ones and are kind and
    thoughtful in their dealings with them. Excellent behaviour is the norm, so staff rarely have to
    resort to specific behaviour management strategies to ensure a calm and purposeful working
  • This judgement is endorsed by parents and staff, with almost all saying that pupils are well
  • Pupils are eager to talk about their work and have very positive attitudes to learning. Even when
    the pace of learning slows, pupils remain eager and attentive. They are very well prepared to
    take full advantage of outstanding teaching to accelerate their progress. They have
    enthusiastically embraced recent changes to the curriculum and are delighted that their views on
    how to learn, and what topics would be most interesting, are taken into account. Pupils in Year 5
    are particularly pleased that the school took account of their preference for traditional school
    desks and different coloured shirts.
  • Pupils feel very safe in school. They know how to keep themselves safe in a rural environment
    and are particularly diligent in respect of e-safety. At the start of a lesson in the computer suite
    a Year 1 pupil reminded the class about the school’s rules without any prompting. Bullying and
    unfriendly behaviour are very rare but pupils are confident that they would be sorted out by staff
    if any happened. Name-calling of any kind is unusual, and pupils say that name-calling based on
    race, gender, religion, culture or way of life is not something they have ever heard in school.
  • Attendance is above average. The number of persistent absentees is low and there have been
    no recent exclusions.
The leadership and management are good
  • The headteacher and deputy headteacher provide strong leadership. They have established a
    caring ethos, where pupils are eager to learn. They enjoy the overwhelming confidence of both
    staff and parents. However, they have a lot to do in an expanding school. Currently there are
    too few staff sharing responsibilities and the accountabilities which accompany them. This
    hampers them in some of the more strategic aspects of their role. They do not use the new pupil
    tracking system as well as they could to ensure that all pupils are making the best possible
  • The school’s evaluations of how well it is doing are clear and accurate, resulting in effective
    improvement planning with a focus on pupils’ achievement.
  • The school encourages pupils’ spiritual, moral, social and cultural development well, both
    through the imaginative and stimulating curriculum and through opportunities for the whole
    school to come together, such as an assembly where all pupils were encouraged to think about
    doing their very best. Music is a strong and improving element of the curriculum and pupils sing
    very well. Additional funding for physical education is sustainably used to ensure that staff are
    able to carry on with the good work of the school sports coach.
  • In line with its status as a good school, the school receives limited support from the local
    authority. The level of support available has reduced in respect of most support services,
    although the school speaks highly of advice from human resources. Governors say that the
    quality of their training is good, but its reliability and frequency are not.
  • The local authority has successfully shared its strategic view regarding school reorganisation, but
    the details of the move to primary and secondary education has been largely left to schools to
    resolve. This has served as a catalyst for school improvement through the development of
    strong partnerships, where schools share resources and expertise. The school would value
    greater local authority participation and support.
  • The governance of the school:
    The previous inspection asked the school to improve the work of the governing body and this
    has been done. The governing body is now a real strength of the school. Its members are well
    informed and provide good challenge. They make good use of training opportunities to
    improve their skills. They have played a significant role in the development of the school into a
    3 to 11 primary school. They ensure that all statutory safeguarding requirements are met, and
    that staff and governor training in child protection is up to date. They have a good focus on
    how effectively the school is spending its money and the impact it has on pupils’ progress and
    the achievement of those pupils most vulnerable to underachievement, such as those
    supported by the pupil premium. Governors make good links between measurable targets for
    pupils’ achievement and staff pay.

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.

School details

Unique reference number 124547
Local authority Suffolk
Inspection number 425387

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 3–10
Gender of pupils Mixed
Number of pupils on the school roll 171
Appropriate authority The governing body
Chair Charlotte Hare
Headteacher Sue Chapman
Date of previous school inspection 7 October 2008
Telephone number 01359 250225
Fax number 01359 252243
Email address


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