School etc

Stanwick Primary School

Stanwick Primary School
Church Street

phone: 01933 623117

headteacher: Mrs Alison J Coe

reveal email: bur…


school holidays: via Northamptonshire council

206 pupils aged 4—10y mixed gender
210 pupils capacity: 98% full

110 boys 53%


95 girls 46%


Last updated: Oct. 2, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 498077, Northing: 271414
GPS coordinates
Latitude: 52.332, Longitude: -0.56211
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 18, 2014
Region › Const. › Ward
East Midlands › Corby › Stanwick
Hamlet and Isolated Dwelling - less sparse
Free school meals %

rooms to rent in Wellingborough

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  6. 1.6 mile St Peter's Church of England Junior School NN96PA
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  21. 2.9 miles Hayway Infant and Nursery School NN106AG
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  23. 2.9 miles Chichele Girls' School NN106AD
  24. 3 miles The Rushden Community College Specialising in Mathematics and Computing NN106AG

List of schools in Wellingborough

2 February 2015
Rani Singh
Stanwick Primary School
Church Street
Dear Mrs Singh

Requires improvement: monitoring inspection visit to Stanwick Primary

Following my visit to your school on 30 January 2015, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

inspection findings. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in September 2014. It was carried
out under section 8 of the Education Act 2005.

Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:

 Improve further the quality of teaching so that support for those students who

are underachieving is included in teachers’ planning as a matter of routine.

 Ensure a more consistent use of the marking policy so that pupils are clear on

what teachers’ feedback means, pupils are regularly given time to respond to

written feedback and that they do so effectively.

 Ensure the provision for the most-able pupils enables them to progress at a

faster rate across all key stages.

Serco Inspections
Colmore Plaza
20 Colmore Circus
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T: 0121 679 9153
Direct email: reveal email: naik…


During the inspection, I met with you, members of the senior leadership team
responsible for mathematics, reading and writing, the inclusion manager, and the
Chair of the Governing Body. I also had a telephone conversation with a
representative of the local authority to discuss the action taken since the last
inspection. I evaluated the school improvement plan. I accompanied you on a brief
tour of the school during which we visited all classes and I had brief conversations
with a few pupils. I looked at a wide range of documentation including progress
data, the school’s schedule for monitoring the quality of teaching, plans for training
and continuing professional development, reports on the external monitoring carried
out by the local authority, samples of planning documents and some exercise books.


There have been some staff changes since the last inspection. Several new staff
took up post at the start of this term. You have drawn upon existing experience in
the school and considered carefully the optimum arrangements for your pupils, given
some difficulties in recruiting. The deputy headteacher has moved from Year 5 and
now teaches Year 6. He shares the class with the inclusion manager, who teaches
the class for 2 days a week. A regular supply teacher has replaced the deputy head
as teacher of Year 5 for 3 days a week. A new teacher for Year 4 took up her post in
January. A supply teacher who is a newly qualified teacher is working alongside the
teacher of Year 1.
You have put together a more structured induction programme in order to integrate
new members of staff as promptly and successfully as possible. This includes
appropriate support and training opportunities for newly qualified teachers. There
are clearer procedures and expectations for mentoring new staff. Mentoring is
carried out by members of your senior leadership team and other good practitioners
in the school.

Main findings

You have created three groups within your senior leadership team entitled Well-
Being, Humanities and Communications. Each group is led by a member of the
senior team according to their individual experience and areas of responsibility. All
teachers, higher level teaching assistants and teaching assistants belong to one of
the groups. The members of each group are involved in discussing key areas of
focus, agreeing priorities for their day-to-day responsibilities and long-term planning.
This reflects your promotion the ethos of the school, which includes high
expectations of collective responsibility for making the progress that is needed in
addressing the areas for improvement.
In addition, you have restructured your senior leadership team so that each member
has clear responsibilities directly relevant to the areas for improvement. Senior
leaders are responding well to this approach and they have rapidly developed their
leadership skills. Monitoring is purposeful. The senior leaders review teachers’
planning on a weekly basis and address any shortfalls, especially in terms of meeting
the needs of different groups.
The senior leadership team and the inclusion manager have written action plans
which address specifically the areas for improvement identified in the last inspection
report. For example, provision for the most-able, and for the teaching of
mathematics. These action plans are incorporated into the school improvement plan.
Your school improvement plan includes milestones for the end of each full term that
are expressed as measurable outcomes, for example, as targets for pupil progress.
Some actions need to be more explicit, for example, by making reference to groups
of pupils. In places, the plan lacks clear success criteria. More specific detail and
quantifiable, interim measures of success, would feed more accurately into the
regular and effective monitoring that is taking place. Cross-references between the
improvement plan and the monitoring schedule and the evaluations of the quality of
teaching and learning would help further with this.
You have put in place a well-documented system to evaluate the quality of teaching
and learning. This uses information from formal lesson observations, learning walks,
analysis of data and work scrutiny. Teachers are given written feedback on areas of
strength and areas to improve. You are visiting lessons more often on learning walks
and give verbal feedback to teachers afterwards. Teachers are much more used to

‘drop-ins’ made by the senior team. You also carry out joint observations with

members of your senior team to moderate their judgements.

Early indications suggest that the rate of pupil progress is accelerating. For example,
Year 4 were underachieving at the end of 2013-14 but are now on track for meeting
their targets. You have introduced a new system for tracking the progress of the
pupils. All teachers are using this. Information from this system is discussed at pupil
progress meetings. The meetings are held every half-term and are attended by the
class teacher, two members of the senior leadership team and the inclusion
manager. Pupils who are underachieving are identified and appropriate support is
put in place for them.
Two schemes have become established in the school to develop skills in extended
writing. They have led to progress in the quality and frequency of extended writing
across all subjects.
The marking policy was drawn up following consultation with all staff and staff
training. The senior leaders’ focus now is to implement the plans and ensure greater
consistency of practice across all key stages.
A range of strategies is in place to increase levels of challenge and the progress of
most–able pupils. Increasing numbers of pupils have targets of level 6 in reading,
writing and mathematics. They are being supported through enrichment activities
and intervention. The provision for the most-able in year groups other than Year 6
needs to be boosted at a faster rate. The inclusion manager and her team of higher-
level teaching assistants and teaching assistants provide valuable support for the
most-able and any pupils identified as underachieving. Teachers are not routinely
including sufficient challenge for the most-able in their lesson planning.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

You receive a good level of support from the local authority. You are visited at least
termly by the local authority representative. You received advice and guidance from
her on the school’s improvement plan so that the responsibilities for monitoring and
evaluation are clear. The local authority has brokered a range of links with other
schools. For example, working with a local school with similar priorities, on
curriculum development. Your involvement in ‘learning hubs’ and networking training
with other primary heads has provided you with valuable leadership development.
The deputy headteacher works with a consultant in mathematics to address areas

for improvement such as ‘Planning for Challenge’.

You have forged your own links with other schools and organisations and these
provide opportunities for you and your staff to share good practice. There are clear
systems in place for cascading information and training to all staff. The programme
of training and continuing professional development reflect the priorities for the
The governing body is able to provide you with increasing levels of support, advice
and challenge, based on their professional experience and training. Governors are
linked to different subject areas and there is a more structured approach to their
visits to the school and their role in monitoring. In particular, the Chair of Governors
meets regularly with the deputy headteacher to review the impact of the action plan
for mathematics. Governors are rightly aware of the need to sustain their current
levels of expertise.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Northamptonshire.

Yours sincerely
Amanda Carter-Fraser

Her Majesty’s Inspector

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