Blaby Stokes Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's three core values of respect, kindness and success embody its aspirations. Pupils strive to be invited to the 'Always Club' for showing these values.

Staff have high expectations of pupils' attitudes and conduct.

They apply the school's behaviour policy consistently. Classrooms are calm places where pupils can concentrate on their work. There are clear rules and routines to make sure that social times are safe and fun.

In lessons, most pupils behave well and focus on their learning, trying their best and taking pride in their work.

There are many leadership roles for pupils. They like having a say in school life.

For example, th...e 'rights respecting ambassadors' set up a club for quiet, relaxing activities at lunchtime.

The school ensures that pupils are safe. Staff carry out daily well-being checks to see how pupils are feeling.

The school provides pupils with high-quality pastoral support. Pupils know they can share any worries with staff.

Leaders have improved many aspects of the school since the previous inspection.

However, they have not addressed some key issues effectively enough. Too many pupils do not achieve what they should in reading, writing and mathematics by the time they reach the end of key stage 2.

What does the school do well and what does it need to do better?

The curriculum is ambitious for all pupils.

The school has designed it around key themes and to tell Blaby's story. In history, for instance, pupils learn how Blaby contributed to the war effort in the 1940s.

Teachers model new concepts clearly.

They revisit prior learning to help pupils remember important content. However, sometimes, staff do not check closely enough on how well pupils are learning the curriculum or provide tasks to deepen pupils' understanding. These inconsistencies mean that some pupils do not achieve as well as they could.

Pupils' attainment in 2024 was low. The school's response to these outcomes has been mixed. In writing, the school has identified the things that pupils find most difficult, and it has adapted its curriculum accordingly.

There is now a much sharper focus on grammar and punctuation, for instance, which is enabling pupils to write ambitious and accurate sentences. However, the school has not approached pupils' poor performance in reading and mathematics with the same degree of focus or success. Improvement plans do not address these critical areas well enough.

This means that staff do not consistently focus on the actions that are needed to raise pupils' attainment in these subjects.

Children in the early years benefit from being in an environment where communication and language are prioritised. Reception staff interact skilfully with children while they are playing to develop children's vocabularies.

Children begin to learn to read as soon as they start at the school. Phonics is taught well by most staff. The school checks closely on pupils' progress learning phonics.

It provides support for any pupil who falls behind. However, the school has not ensured that the books given to pupils who find reading more difficult are matched to the letter sounds that they know. Some pupils cannot read their books accurately and fluently by themselves.

The school identifies additional needs swiftly. It provides extra help and modified resources so that pupils with special educational needs and/or disabilities (SEND) can access the curriculum successfully. Some pupils with SEND benefit from going to 'The Nest' in the mornings.

These pupils receive individualised support for English and mathematics.

The school has transformed the way it manages behaviour. Staff model and incentivise positive, respectful attitudes.

They deal with any poor behaviour well. The school handles any allegations of bullying effectively.

Pupils attend school well.

High expectations and a robust attendance strategy have led to a significant reduction in absence. The school monitors attendance closely. It intervenes early when pupils have too much time off.

The school's personal, social and health education curriculum provides pupils with the knowledge they need to be well-rounded, open-minded citizens. Pupils know how to live healthy lifestyles and how to stay safe online. They understand the importance of British values.

Pupils are knowledgeable about world faiths. They respect the differences between people. One pupil summed this up perfectly when they said, 'People are treated as equals here.'



Staff enjoy working at the school. They feel well supported in their roles and with their workloads. Staff praise the training they have been given, particularly in how to manage behaviour.

Trustees and local governors know the school's strengths, as well as its areas for further development. They recognise the improvements that have been made but understand there is more to do.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The quality of teaching is not consistently high in all subjects. Consequently, some pupils' attainment in English and mathematics at the end of key stage 2 is too low. The school must ensure that its curriculum is implemented effectively by staff so that pupils are well prepared for the next stage of their education.

• Some pupils' reading books are too difficult for them. This prevents these pupils from reading their books successfully by themselves and developing their fluency. The school must ensure that all pupils in the early stages of learning to read have books that are matched to the letter sounds that they know.

• The school's strategic planning does not address some of the most important areas for development sufficiently. As a result, the quality of education in some areas of the curriculum has not been improved as well as it could have been. The school and the trust should ensure that their actions lead to improved outcomes for pupils across the curriculum.

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