School etc

Stanwix Primary School

Stanwix Primary School
Church Street

phone: 01228 596069

headteacher: Mrs K McMullan


school holidays: via Cumbria council

427 pupils aged 4—10y mixed gender
385 pupils capacity: 111% full

225 boys 53%


205 girls 48%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 340102, Northing: 557168
GPS coordinates
Latitude: 54.906, Longitude: -2.9357
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
April 30, 2013
Region › Const. › Ward
North West › Carlisle › Stanwix Urban
Urban > 10k - less sparse
Free school meals %

rooms to rent in Carlisle

Schools nearby

  1. 0.1 miles Cumbria College of Art and Design CA39AY
  2. 0.1 miles Cumbria Institute of the Arts CA39AY
  3. 0.4 miles Belah Primary School CA39JZ
  4. 0.6 miles Trinity School CA11JB
  5. 0.6 miles Austin Friars St Monica's CA39PB (459 pupils)
  6. 0.6 miles St Monica's Preparatory School CA39PL
  7. 0.6 miles Trinity School CA11JB (1539 pupils)
  8. 0.7 miles Newman Catholic School CA11NA (615 pupils)
  9. 0.7 miles Carlisle College CA11HS
  10. 0.7 miles University of Cumbria CA38TB
  11. 0.7 miles Education and Youth Services Ltd, Carlisle CA11EJ (7 pupils)
  12. 0.8 miles Eden School CA39AA
  13. 0.8 miles Richard Rose Central Academy CA11LY (867 pupils)
  14. 0.9 miles St Aidan's County High School Specialist Sports College CA11LY
  15. 0.9 miles Eden Park Academy CA11JZ (8 pupils)
  16. 1 mile Kingmoor Junior School CA30DU (244 pupils)
  17. 1 mile Kingmoor Infant School CA30ES (240 pupils)
  18. 1 mile Caldew Lea School CA27BE (289 pupils)
  19. 1 mile Brunswick Centre CA11PB
  20. 1.2 mile Norman Street Primary School CA12BQ (339 pupils)
  21. 1.3 mile Newtown Community Primary School CA27LW (114 pupils)
  22. 1.3 mile Brook Street Primary School CA12JB (249 pupils)
  23. 1.3 mile James Rennie School CA30BU (137 pupils)
  24. 1.4 mile Houghton CofE School CA30PA (135 pupils)

List of schools in Carlisle

School report

Stanwix Primary School

Church Street, Stanwix, Carlisle, Cumbria, CA3 9DW

Inspection dates 30 April–1 May 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
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

Throughout their time at Stanwix pupils make
Teaching is good and some is outstanding.
All staff are dedicated to providing a
good progress overall. Their achievement in
reading is much higher than the national
average; in mathematics their achievement is
There are many interesting activities in
lessons which the pupils enjoy. Pupils
particularly enjoy their topic work which
captures their imagination and helps them to
further develop their literacy and numeracy
stimulating and safe environment in which
pupils learn well and develop into responsible
young people. The school’s relationship with
parents is exceptionally strong.
The behaviour of pupils is outstanding. From
This is an improving school where leaders and
an early age, pupils clearly enjoy school and
this is demonstrated in their eagerness to
learn. They show a great deal of respect
towards each other and to all the staff and
visitors to the school. They are polite,
courteous, work hard and take pride in all that
they do.
managers have successfully introduced recent
changes to enhance further the quality of
teaching. The dedicated governing body
provides a good balance of support and
challenge for the school.
Not enough pupils make better than expected
progress, particularly in writing. In some
lessons, pupils are not always given work
which challenges them to reach their full
Occasionally, teachers do not check on pupils’
Some plans for whole-school improvement lack
understanding regularly enough during lessons.
There are inconsistencies in the quality of
teachers’ marking and pupils are not always
given time in lessons to improve their work.
precise timescales.

Information about this inspection

  • The inspectors observed 21 teachers and visited 24 lessons. There were two joint observations,
    one with the headteacher and the other with the deputy headteacher. In addition, inspectors
    made a number of short visits to lessons and listened to pupils reading.
  • Discussions were held with school staff, groups of pupils, parents, senior teachers and subject
    leaders, a representative from the local authority and the members of the governing body.
  • The inspectors observed the school’s work and looked at a wide range of documentation
    including safeguarding documents, the school’s self-evaluation and development plans, local
    authority reports, records of pupils’ current attainment and progress, documents relating to
    attendance and pupils’ behaviour, and pupils’ work in books.
  • There were 63 responses to the on-line questionnaire (Parent View) prior to the inspection and
    these were taken into account when planning the inspection. A further 50 responses were
    recorded during the inspection and these were also considered by the inspectors.

Inspection team

Naomi Taylor, Lead inspector Additional Inspector
Adrian Francis Additional Inspector
Derek Sleightholme Additional Inspector

Full report

Information about this school

  • Stanwix is a larger than average sized primary school.
  • Almost all pupils are of White British heritage.
  • The proportion of pupils known to be eligible for the pupil premium (additional funding provided
    by the government to support pupils known to be eligible for free school meals, children looked
    after by the local authority and the children of military personnel) is much lower than average.
  • The proportion of pupils supported at school action is about half the national average as is the
    proportion supported at school action plus or with a statement of special educational needs.
  • There have been significant changes in staff since the previous inspection and a new
    management structure took effect in September 2012.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching to further raise achievement, particularly in
    writing, by:

- planning more precisely to provide appropriate challenge for pupils of all ability levels so that

pupils reach their full potential

- ensuring greater consistency in teachers’ written feedback to ensure clarity in pupils’

understanding of how to improve their work and providing regular time to correct and edit
their work

- regularly and consistently checking how well pupils are understanding their work and adapting

lessons accordingly.

  • Ensure that managers at all levels use their planning and checking of how well pupils are
    progressing to inform necessary changes within prescribed timescales.

Inspection judgements

The achievement of pupils is good
  • Children settle very well into the Early Years Foundation Stage. This is as a result of very
    effective transition arrangements between school and home. Most children join Reception with
    skills that are in line with those typically expected for their age. Children do well in the Early
    Years Foundation Stage and this continues in Years 1 and 2. They join Year 3 with attainment
    levels which are higher than those typical for their age.
  • Throughout Key Stage 2, pupils make good progress overall in English and reach standards
    which are higher than the national average. Achievement in English is good but reading is much
    stronger than writing. Not enough pupils make better than expected progress in writing.
    Strategies to address this are at an early stage but pupils do now have more opportunities to
    develop their writing across other subjects and through topics.
  • Pupils who read to the inspectors demonstrated how to work out unfamiliar words and read with
    expression. Older pupils talked animatedly about the range and amount of books. By the time
    they leave school pupils’ ability to read is exceptionally strong.
  • Standards reached in mathematics by the end of Year 6 are exceptionally high and the
    achievement of pupils is outstanding. They systematically develop skills in mental mathematics
    and problem-solving which prepares them extremely well for the next stage in their education.
  • Pupils who are supported by extra funding (the pupil premium) have been making similar, and
    sometimes better progress compared to that of their classmates. Test results show that there
    are no significant gaps between the standards they reach and those reached by other pupils in
    school. In 2012 pupils eligible for free school meals attained standards similar to those of their
    peers in English and in mathematics. This demonstrates effective use of the extra money and
    demonstrates the school’s commitment to equality of opportunity.
  • Disabled pupils and those with special educational needs make similar progress to that of other
    pupils due to timely and sharply focused help from teachers and teaching assistants.
The quality of teaching is good
  • Teaching is consistently good throughout the school and some teaching is outstanding.
  • Where teaching is at its best, teachers and teaching assistants plan lessons very well together to
    ensure that pupils are given work to get the best out of them. Consequently, pupils learn rapidly
    because they are given work which matches their ability and they are finding out things for
  • An example of this was seen in a mathematics lesson. The teacher asked the pupils to plan a
    journey from Carlisle to London on a specific date with a deadline for the time of arrival. With
    partners, they used the Internet to help in planning a specific route using different modes of
    transport. Pupils were highly motivated and clearly enjoying finding out things for themselves
    and using their skills in mathematics to make their choices. Outstanding progress in problem-
    solving was made by all pupils in this lesson.
  • In a Year 3 English lesson, good teaching was seen. The teacher had carefully planned for pupils
    to learn how to independently improve the stories they had started in a previous lesson. As a
    class, they looked at a piece of work together to show their understanding of how to improve
    the writing with better punctuation and by adding adverbs and adjectives. They then worked on
    their own story and made good progress in editing and improving their work.
  • Changes have been made to the teaching of reading skills. These have been successful and have
    resulted in improvements in pupils’ ability to link letters to the sounds they make.
  • Occasionally, teachers do not plan work precisely enough to meet the needs of all ability groups.
    They do not always check how well pupils are understanding their work and adapt their lessons
    accordingly which slows progress.
  • The headteacher and deputy headteacher have secured improvements in the accuracy of
    teachers’ assessment of pupils’ work. Although there are excellent examples, particularly in Year
    2, of detailed next steps in how to improve their writing and time built into lessons for pupils to
    edit and correct their work, this is not yet consistent throughout the school.
  • The pupil premium funding is used primarily to provide precise activities for individuals and,
    sometimes, groups of pupils. Good relationships and tasks that are tailored very well to pupils’
    different needs mean that there are no gaps between those pupils whose circumstances might
    put them at risk and their peers in school.
The behaviour and safety of pupils are outstanding
  • When children join Stanwix, they learn from an early age how to value each other, the adults
    around them and their strong school community which one member of staff described as ‘a big
    family’. There is an exceptionally strong atmosphere of mutual respect starting in Reception and
    continuing throughout the school. This leads to pupils feeling happy, safe and secure. This is
    reflected in their above average attendance and their punctuality in the mornings, which is very
    good indeed.
  • Pupils behave exceptionally well both in lessons and around the school and this results in
    extremely good attitudes to learning and care towards each other. This was reflected in
    conversations with pupils and their families, and from the vast majority of views expressed on
    Parent View. Almost all parents expressed their confidence in the school.
  • The older pupils really do enjoy taking responsibility and train as young leaders, organising
    sporting activities for the younger children.
  • Sport plays a big part in school life and staff and specialist sports coaches ensure that teams do
    well in local and national competitions.
  • It is clear that there is confidence in Stanwix to provide not only a good standard of education
    for children but also to ensure that children are safe and secure and learn how to keep
    themselves safe both within the school environment and beyond. The annual Healthy Lifestyles
    Week brings in professionals to deepen pupils’ understanding of keeping healthy.
  • Pupils say that bullying is not an issue at this school although they do learn about different types
    of bullying and, for example, how to stay safe when using the Internet. They are adamant that
    they could turn to any adult in the school if they felt unsafe and that there are clear procedures
    that would deal with issues, should they arise.
  • The creative curriculum is enhanced by a raft of trips and visits contributing to pupils
    enthusiastically learning about the breadth of cultures within Britain and overseas.
The leadership and management are good
  • The headteacher and deputy headteacher have a good understanding of how to drive whole-
    school improvement. The school’s systems to check pupils’ progress are now strong. These are
    used alongside other procedures to plan effective changes, but the timescales to reach targets
    are not always precise enough.
  • Leaders and managers check the quality of teaching and measure effectively how well staff are
    meeting their various areas of responsibility. All staff are well supported through training
    opportunities both within the school and beyond and improvements to the quality of teaching
    are evident.
  • A new management structure came into place in September 2012 and new initiatives are being
    embedded. A seconded literacy coordinator has undertaken a thorough review of how writing is
    taught across the school and improvements are beginning to be seen.
  • The creative curriculum provides topic work such as ‘The Imaginary World’ and this is highly
    motivating for pupils. They develop skills in finding out things for themselves and enjoy using a
    range of resources including information and communication technology.
  • Since the previous inspection there have been improvements to the outdoor area for the Early
    Years Foundation Stage. There is now a good balance of teacher-led activities and opportunities
    for children to explore things for themselves both in the classroom and outdoors. The
    improvements are valued by parents. Consequently, the number of pupils joining the school is
    growing because of the school’s deservedly good reputation among parents.
  • The governance of the school:
    The governing body are committed to continually driving improvements at this school. They
    ensure that the school fulfils its statutory responsibilities; all staff have been vetted and
    trained appropriately to keep pupils safe. They have an accurate overview of overall provision.
    The governing body works closely with the senior leadership team. Governors challenge staff
    on pupils’ progress and have a secure understanding of data. This level of enquiry and
    accountability contributes to shaping the short- and long-term plans for the school based on
    how well pupils are progressing compared to other schools. Governors are aware of the quality
    of teaching which is linked to teachers’ pay based on meeting targets. They are checking that
    staff make effective use of pupil premium funding to ensure equality of opportunity.

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 112221
Local authority Cumbria
Inspection number 411809

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 427
Appropriate authority The governing body
Chair Ian Wright
Headteacher Kuldip McMullan
Date of previous school inspection 22 April 2008
Telephone number 01228 596069
Fax number 01228 550605
Email address reveal email: adm…


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