Stenson Fields Primary Community School

Stenson Fields Primary Community School is a mainstream primary where safeguarding is effective and pupils are safe, attend well and behave well. Leaders have created a warm, nurturing culture, and parents are overwhelmingly positive about the school. Inclusion is a notable strength: staff know pupils and families well, identify needs quickly and provide effective pastoral support, including for pupils with complex needs. Governance is effective, and leaders have a clear understanding of the school's priorities, with improvements already made in reading and mathematics.

Strengths

• Safeguarding has an open, positive culture and all legal requirements are met.
• Pupils attend well, and attendance continues to improve for all groups.
• Behaviour expectations are high and applied consistently, so classrooms are calm.
• Pupils say bullying is rare and are confident staff deal with it.
• Leaders know pupils and families well and identify needs swiftly.
• Pupils with complex needs benefit from bespoke pastoral and wellbeing support.
• Governance is effective, with clear roles and appropriate support and challenge.
• Parents are overwhelmingly positive about the school's warm, nurturing feel.
• Leaders have improved reading and mathematics and introduced a new writing approach.
• The curriculum is well sequenced and progressive across subjects.
• Phonics support helps pupils catch up, and older pupils read with accuracy and fluency.
• Early years staff know children well and identify barriers quickly.
• Trips, residentials and extra-curricular activities are valued, with adjustments to help all pupils attend.

Areas for Improvement

• Writing is not taught consistently well, with weak handwriting, transcription and spelling expectations.
• Pupils do not consistently achieve well in national tests at the end of key stage 2.
• In some subjects, pupils do not remember what they have been taught.
• Curriculum implementation is inconsistent, and teaching does not always build on what pupils know.
• Teachers do not routinely adapt learning for pupils with SEND, limiting their progress.
• Assessment information is not consistently used to adapt teaching.
• Early years curriculum is not consistently taught well, and many children are not ready for Year 1.
• Early years staff miss opportunities during play to develop reading, writing and mathematics.
• Personal development is not taught consistently well, and pupils' understanding of British values and different cultures is limited.
• Some pupils with SEND do not benefit fully from the personal development programme.
• Leaders do not track attendance at extra-curricular clubs by pupil group.
• Disadvantaged pupils' writing outcomes and combined reading, writing and mathematics outcomes remain below national averages.

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 Stenson Fields Primary Community School attended 94.5% of sessions (the national figure for primary schools was 94.8%). 13.7% 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, 0.3% of pupils at Stenson Fields Primary Community 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 Stenson Fields Primary Community School had 21.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 6.4% 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, 13.7% of pupils at Stenson Fields Primary Community School were on SEN support (nationally 15.4%) and 4.9% 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 Stenson Fields Primary Community School received £7,537 and spent £7,468 for each of its 328 pupils. It ended the year with a deficit of £60,000 (-£183 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 Derby · Derbyshire local authority: places and applications

What is Stenson Fields Primary Community School's Ofsted rating?

The latest Ofsted rating for Stenson Fields Primary Community School is Needs attention, from an inspection in October 2026.

When was Stenson Fields Primary Community School last inspected by Ofsted?

Stenson Fields Primary Community School was last inspected in October 2026.

How many pupils does Stenson Fields Primary Community School have?

Stenson Fields Primary Community School has 328 pupils on roll.

What age range does Stenson Fields Primary Community School cover?

Stenson Fields Primary Community School for pupils aged 3 to 11.

What are Stenson Fields Primary Community School's SATs (KS2) results?

In 2025, 33% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Stenson Fields Primary Community School?

Stenson Fields Primary Community School is at Heather Close, Stenson Fields, Derby, Derbyshire, DE24 3BW.