Stanton Primary School

Stanton Primary is a warm, welcoming school where pupils feel safe and well cared for. Safeguarding is effective, attendance is strong, behaviour is calm and purposeful, and pupils show positive attitudes and respect. Early years provision is a particular strength: children benefit from a well-designed curriculum, systematic phonics, strong relationships and good support, including for those with SEND. Inclusion and personal development are also positive, with pupils accessing wide enrichment opportunities and benefiting from pastoral support. However, the school's overall achievement is not good enough. Outcomes in reading, writing and mathematics at the end of Year 6, and in the Year 1 phonics screening check, are typically below national averages, so pupils are not as well prepared for secondary school as they should be. Teaching is inconsistent: some lessons lack clear purpose, checks on understanding are uneven, and older pupils who struggle with reading do not receive the same systematic phonics support as younger pupils. The wider curriculum is well planned but not consistently taught, so some pupils do not secure essential knowledge and skills. This is a school that has changed significantly, with rapid growth in pupil numbers, higher mobility, and increases in disadvantaged pupils and pupils with SEND, alongside recent leadership and governance changes. Leaders know the school and are taking action, but improvement has been too slow, and governors do not yet provide sufficiently rigorous challenge or have a secure overview of performance. Some parents are unhappy with aspects of the school, and leaders recognise the need to build more constructive relationships. The next steps focus on raising standards in reading, writing and mathematics, ensuring systematic phonics for all who need it, improving teaching consistency, and strengthening governance.

Strengths

• Safeguarding standards are met, with an open culture where concerns are actively identified and managed.
• Attendance is typically in line with national average or better over time, including for vulnerable groups.
• Behaviour around school is calm and purposeful, and pupils generally show positive attitudes to learning.
• Pupils understand routines and expectations, and leaders ensure rules are fair and accessible.
• Bullying and discrimination are swiftly addressed, and staff confidently adapt behaviour support for pupils with SEND.
• Early years curriculum is well designed and taught, preparing children well for Year 1.
• Early language development and systematic phonics in early years are promoted effectively.
• Children in early years behave well, follow routines confidently, and receive well-considered SEND support.
• Leaders know pupils well and have secure oversight of disadvantaged pupils, pupils with SEND, and those known to social care.
• Pupils receive appropriate support in class, and disadvantaged pupils and those with SEND generally progress from their starting points.
• Personal development programme covers healthy relationships, online safety, and physical and mental wellbeing.
• Pupils participate in wide-ranging extracurricular and enrichment activities, including sport, cooking, and music.
• Pupils demonstrate PRIDE values and treat each other with kindness and respect.
• Pupils feel safe and have trusted adults to help with worries.
• Staff value training and feel well supported, with workload and wellbeing considered.
• Governors fulfil statutory responsibilities for safeguarding and SEND and monitor pupil premium.

Areas for Improvement

• Pupils do not achieve as well as they should in reading, writing and mathematics by the end of Year 6.
• Year 1 phonics screening check outcomes are typically below national averages.
• Pupils are not as well prepared for the next stage of education as they might be.
• Older pupils who struggle to read do not receive the same systematic phonics teaching as younger pupils.
• The wider curriculum does not consistently secure essential knowledge and skills, reflected in written work and pupils' difficulty talking about learning.
• Teaching effectiveness is inconsistent across the school.
• Staff do not always check how well pupils understand what they are learning.
• Some activities lack clear purpose, or lessons move on too quickly, causing pupils to lose focus.
• Leaders have not ensured pupils secure essential basics in reading, writing, handwriting and mathematics.
• Leaders' improvement actions have been too slow to take effect.
• Recent improvements from leadership changes are in early stages and impact is not fully realised.
• Governors do not hold leaders to account rigorously enough for school performance.
• Governors are not sufficiently involved in setting key priorities and lack a secure overview of achievement.
• Some parents are unhappy with aspects of the school, and parent relationships need to improve.
• Disadvantaged pupils' attainment remains below non-disadvantaged peers nationally in several measures.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Stanton Primary School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 10.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.1% of pupils at Stanton Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Stanton Primary School had 24.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.8% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.6% of pupils at Stanton Primary School were on SEN support (nationally 15.4%) and 2.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Stanton Primary School received £6,978 and spent £6,727 for each of its 199 pupils. It ended the year with reserves of £150,000 (£755 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Burton-On-Trent · Derbyshire local authority: places and applications

What is Stanton Primary School's Ofsted rating?

The latest Ofsted rating for Stanton Primary School is Needs attention, from an inspection in June 2026.

When was Stanton Primary School last inspected by Ofsted?

Stanton Primary School was last inspected in June 2026.

How many pupils does Stanton Primary School have?

Stanton Primary School has 199 pupils on roll.

What age range does Stanton Primary School cover?

Stanton Primary School for pupils aged 4 to 11.

What are Stanton Primary School's SATs (KS2) results?

In 2025, 43% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Stanton Primary School?

Stanton Primary School is at Woodland Road, Stanton, Burton-on-Trent, Staffordshire, DE15 9TJ.