Stockwell Primary School
phone: 01482 782122
headteacher: Mrs Linda Cobb Bed Hons
273 pupils capacity: 122% full
160 boys 48%
175 girls 53%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 515134, Northing: 429874
- GPS coordinates
- Latitude: 53.753, Longitude: -0.25535
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 5, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Kingston upon Hull East › Marfleet
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Isaac Newton School HU95LB
- 0.3 miles Aspire Academy HU95HE
- 0.6 miles Oldfleet Primary School HU94NH (369 pupils)
- 0.7 miles Marfleet Primary School HU95RJ (177 pupils)
- 0.7 miles St Richard's RC Primary School HU95TE (430 pupils)
- 0.8 miles Archbishop Thurstan Church of England Voluntary Controlled School HU94HD
- 0.9 miles Mountbatten Primary School HU94HR (251 pupils)
- 0.9 miles Oakfield HU94HD (68 pupils)
- 0.9 miles Archbishop Sentamu Academy HU94HD (1403 pupils)
- 1.1 mile Griffin Primary School HU94JL (426 pupils)
- 1.2 mile Flinton Primary School HU95SN
- 1.2 mile Foredyke Primary School HU95SN (182 pupils)
- 1.3 mile Maybury Primary School HU93LD
- 1.3 mile Andrew Marvell College HU94EE (947 pupils)
- 1.3 mile Maybury Primary School HU93LD (250 pupils)
- 1.6 mile Bellfield Primary School HU89DD
- 1.6 mile Southcoates Primary School HU93TW (331 pupils)
- 1.6 mile Bellfield Primary School HU89DD (237 pupils)
- 1.6 mile Southcoates Primary Academy HU93TW
- 1.7 mile Thanet Primary School HU94AY (472 pupils)
- 1.7 mile Alderman Cogan's CofE Primary School HU93HJ (456 pupils)
- 1.8 mile Wilberforce College HU89HD
- 1.9 mile Longhill Primary School HU89RW
- 1.9 mile Bilton Community Primary School HU114EG (292 pupils)
Stockwell Primary School
Dodswell Grove, Greatfield Estate, Hull, HU9 5HY
|Inspection dates||5–6 November 2013|
|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
| Strong and effective action has been taken to |
Achievement is good. Pupils make good
Pupils with special educational needs make
Pupils who are entitled to the pupil premium
improve the quality of teaching. Teaching is
good overall with some that is outstanding.
progress from their starting points so that by
the end of Year 6 their overall attainment is
make good and often outstanding progress.
Their attainment is well above that of their
national counterparts and their classmates.
| Pupils’ spiritual, moral, social and cultural |
Pupils’ behaviour is good. They are proud of
The headteacher provides highly effective
The governing body plays an important and
development is promoted well through the
curriculum and well-planned extra-curricular
their school and show respect and courtesy
towards each other and staff. Pupils form good
relationships with others and consequently feel
safe and happy at school.
leadership and has created a happy and
harmonious school. He has an ambitious vision
which is shared by all staff and governors.
successful role in supporting and challenging
the school and this is helping the school to
| The quality of teaching is not yet consistently |
Work planned for the most-able pupils is not
high enough to ensure that all pupils make
always hard enough. As a result, the
proportion of pupils who reach the higher
levels of attainment in reading, writing and
mathematics is below the national average.
| In some classes pupils are not encouraged to |
Pupils’ work is not always presented neatly.
respond to or reflect on the teacher’s marking
and feedback and thereby correct errors and
Information about this inspection
- Inspectors observed 20 lessons of which three observations were carried out jointly with the
headteacher and deputy headteacher. In addition, the inspectors made a number of short visits
to lessons and listened to pupils read.
- Meetings were held with pupils from Year 1 to Year 6, two members of the governing body,
senior leaders and a representative from the local authority. Informal discussions were also held
with pupils at breaktimes and lunchtimes.
- The number of responses to the online questionnaire (Parent View) were too few to be
meaningful. Therefore, inspectors had discussions with parents at the beginning of the school
day and held a formal meeting with eight parents during the second day of the inspection to
ascertain their views of the school.
- Inspectors analysed responses from staff to the inspection questionnaire.
- Inspectors observed the school at work and scrutinised the work in pupils’ books, the school’s
own data on pupils’ current progress, the school’s improvement plans, planning and monitoring
information and minutes of governing body meetings. Records relating to behaviour and
attendance and documents relating to safeguarding and child protection were also considered.
|Anthony Kingston, Lead inspector||Additional Inspector|
|Victoria Johnson||Additional Inspector|
|David Halford||Additional Inspector|
Information about this school
- Stockwell Primary is larger than the average-sized primary school.
- Since the previous inspection the school has experienced many changes in staffing.
- The proportion of pupils supported through school action is well above average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is well above average.
- The proportion of pupils known to be eligible for support through the pupil premium (additional
funding for those pupils known to be eligible for free school meals, those from service families
and those looked after by the local authority) is well above average.
- The proportion of pupils from minority ethnic groups or who speak English as an additional
language is well below average.
- The proportion of pupils who join the school other than at the usual time is well above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for attainment and progress in English and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and raise pupils’ attainment by:
ensuring that there is always enough challenge in the work provided in all lessons and for all
groups of pupils, especially the more-able
increasing the proportion of pupils who reach the higher levels of attainment
providing more well-planned opportunities for pupils to develop their reading skills with more
challenging and purposeful activities in guided reading sessions
encouraging and providing time for pupils to respond to the clear guidance given to them
through marking and verbal feedback.
- Improve the presentation of pupils’ work by:
implementing a consistent style of handwriting throughout the school
ensuring all teachers have consistently high expectations of how pupils present their work in
|The achievement of pupils||is good|
- The overwhelming majority of children start school with skills that are well below those typically
expected for their age. Their speaking, reading and writing skills are particularly low.
- From their individual starting points children make good progress across all areas of learning
throughout the Early Years Foundation Stage so that by the time they enter Year 1 their
attainment is closer to but still below average.
- Since the time of the previous inspection standards have improved at a faster rate than that
seen nationally. This is reflected in the well-above average proportion of pupils who make
expected and good progress in reading, writing and mathematics. However, the proportion of
pupils achieving the higher levels of attainment in reading, writing and mathematics is below the
- At Key Stage 1 attainment dipped in 2013 to significantly below average. This was largely due to
the high number of pupils who joined the school at other than the usual time and the very high
proportion of pupils with statements of special educational needs. However, school progress
data confirm that progress for these pupils is good. This was confirmed by lesson observations,
scrutiny of pupils’ work and hearing them read.
- At Key Stage 2 attainment remained in line with the national average in writing and mathematics
though attainment in reading dipped to well below average.
- The school has responded to the dip in 2013 and current pupils are making good progress.
Reading is a priority throughout the school. The linking of sounds and letters is taught well,
although the proportion of pupils that attain the standard expected in the phonics check for six-
year-olds is slightly below average. Pupils enjoy reading. This was exemplified by one pupil who
said, ‘Every book is a new adventure with unexpected twists and turns just like a maze.’
- Pupils are proud of their work but the quality of their presentation in some classes is untidy. This
is because the school has not adopted a consistent style of handwriting and teachers do not
always insist on the highest standards of presentation in pupils’ books.
- The school promotes and checks that all pupils have equal opportunities. Different groups,
including those who are disabled or who have special educational needs and those from different
ethnic backgrounds make similarly good progress.
- The income received by the school to support the very high proportion of pupils known to be
eligible for the pupil premium is spent wisely. As a result, these pupils flourish and make
progress equal to, and often better than, their classmates. This results in levels of attainment for
these pupils which are well above their national counterparts and above that of their classmates.
|The quality of teaching||is good|
- Children in the Early Years Foundation Stage are helped to settle into school life by staff who are
sensitive to their needs. The thoughtful use of space and resources help to create vibrant indoor
and outdoor learning environments which capture children’s imaginations. A particular strength
is the focus all staff place on developing pupils’ social, and speaking and listening skills.
- Recently appointed teachers and teaching assistants have brought new strengths that have
added to the overall quality of teaching throughout the school. As a result, the quality of
teaching in the large majority of lessons is good with some that is outstanding. No teaching is
inadequate. However, not enough teaching is outstanding to ensure that a higher proportion of
pupils reach the higher levels at both Key Stage 1 and Key Stage 2.
- In the best lessons the work is extremely well matched to pupils’ needs and abilities, clear and
precise explanations promote understanding and questioning skills enable teachers to swiftly
assess pupils’ learning and move them on quickly to more challenging activities. However, in a
few lessons the work given does not always make them think hard enough. When this occurs,
pupils, especially the more able, do not always make the best possible progress.
- Expectations of behaviour are high and children behave well in lessons. Relationships are a
strong part of school life and the pupils enjoy being praised.
- Reading for pleasure is promoted well throughout the school. However, in some lessons teachers
do not provide enough time for pupils to engage in a wide or challenging enough range of
reading activities through which they can apply and develop their reading skills. This prevents
pupils achieving all that they are capable of.
- Marking and feedback to inform pupils on how well they are doing are frequent. The comments
teachers make are helpful. In the best practice pupils are informed exactly of what they have
done well, what they need to do to further improve and have opportunities to correct their errors
and respond to teachers’ comments. This good practice is, however, not seen in every classroom
and as a result, opportunities are missed to ensure pupils reflect on their learning and correct
|The behaviour and safety of pupils||are good|
- The school provides an exceptionally caring and supportive environment in which all pupils and
their families are valued. Pupils say they feel safe and enjoy coming to school. Their responses
make a good contribution to the atmosphere of mutual respect and consideration for others in
this calm and happy school.
- Teachers manage behaviour extremely well and resolve issues swiftly and quietly. Relationships
between pupils and adults are excellent.
- Pupils speak confidently about how to deal with their worries and concerns, saying that their
teachers are ‘always there and ready to help’. Pupils are carefully nurtured as individuals and
those with behavioural difficulties learn how to regulate their own behaviour. This was explained
most eloquently by one child who described how teachers had helped him to regulate his own
behaviour and as a consequence his circle of friends had grown.
- Pupils are clear about different types of bullying and reflect on the impact of their actions on
others. Consequently, incidents of bullying and name-calling are rare. Parents and the school
records support this view.
- The work of the headteacher and lead behaviour practitioner has been pivotal in improving
communication between home and school. They have worked tirelessly to resolve any difficulties
for those parents whose circumstances could adversely affect their child’s performance at school.
- Pupils are reaping the benefits of the hard work school leaders have put into improving
attendance. Attendance is now average.
|The leadership and management||are good|
- The capable and uncompromising leadership by the headteacher has been key to the school’s
rapid improvement since the time of the previous inspection. With the support of the local
authority and governors, he has made brave decisions and implemented many actions to bring
this about. For example, following a period of considerable difficulties and changes in staffing he
has built a strong team which shares an ambition to secure improvement. Consequently, the
school has improved from being judged satisfactory previously to good now.
- Responsibilities are shared effectively among leaders and managers. Thorough analysis of data
and sharply focused and rigorous checks on teaching and learning identify the school’s priorities
and ensure that self-evaluation is accurate. Actions are swift and clear in the school’s
improvement planning. Checks on the impact of change are effective in ensuring that
improvements are sustained. As a result, teaching and pupils’ attainment have improved.
Teachers are set targets based on their performance and decisions about pay progression are
linked to the achievement of these targets.
- Regular and appropriate training is provided for teachers and support staff. It is aligned tightly
to the school’s teacher appraisal systems.
- The local authority provides effective support to the school. It has an accurate understanding of
the school’s performance and has confidence in its ability to improve even further.
- The curriculum rightly focuses on the basic skills of reading, writing and mathematics while also
making creative links between different subject areas. However, it does not provide enough time
for pupils to engage in a wide and challenging range of reading activities through which they can
apply and develop their reading skills.
- The curriculum is enriched by a range of activities through which pupils engage in a wide choice
of exciting music, dance and sports clubs. These activities make a significant contribution to
pupils’ good spiritual, moral, social and cultural development.
- Although pupils already have numerous opportunities to participate in a wide range of sports,
the school is using the additional physical education funding provided by the government to train
teachers in coaching skills and to increase opportunities for pupils throughout the school. As a
result, more pupils access a wider variety of after-school activities.
- Links with parents are strong. They appreciate all that the school does to support them and their
children. This was exemplified by one parent who said, ‘The teachers always go that extra mile.
They support us and our children every step of the way’.
- The governance of the school:
Governors are committed to the school. They have a thorough knowledge of its strengths and
areas for development. This is achieved through their regular visits to the school and the
accurate, detailed information they receive about its performance. They support and challenge
the school in equal measure so that there is a rightly sharp focus on pupils’ achievement.
Governors undertake training, for example in data analysis, and this means they are able to
question school leaders knowledgeably about the progress of different groups of pupils and
the quality of teaching. Governors fulfil their statutory duties well, carefully assess the
headteacher’s performance annually and link salary progression to teachers’ performance.
They know what the school is doing to tackle any underperformance.
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.
|Unique reference number||117819|
|Local authority||Kingston upon Hull City of|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||315|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 March 2012|
|Telephone number||01482 782122|
|Fax number||01482 781179|