Stanmore Primary School

Stanmore Primary School is a happy, inclusive community school that has improved substantially since its previous inspection. Pupils enjoy attending, behave well and typically achieve well, supported by strong relationships, high expectations and a wide range of enrichment opportunities. The curriculum is now ambitious and well sequenced, teaching has been transformed in many subjects, and staff are skilled and well supported. Reading is a high priority, pupils with SEND are identified swiftly and supported effectively, and pastoral care is especially strong. Leadership and governance have driven improvement diligently, and parents speak highly of the school. Attendance is improving rapidly, although too many pupils still miss school persistently or take occasional days off, which means they miss important learning and experiences. In some foundation subjects, the curriculum contains a lot of content but does not identify clearly enough the most important knowledge pupils should remember long term, which can slow learning because teachers are less clear about what to prioritise and check. Safeguarding arrangements are effective. The school is a community primary school with a governing body, and the report notes that past published mathematics outcomes were affected by weaker legacy provision and COVID-19 but do not reflect the current quality of education.

Strengths

• Pupils enjoy attending a happy, safe and positive community school.
• Strong relationships between pupils, families and staff underpin the school’s supportive culture.
• Pupils typically achieve well and are self-motivated, hard-working learners.
• Pupils behave well, with high expectations and effective support for those who need help managing behaviour.
• The curriculum is ambitious and well sequenced from Reception to Year 6.
• Teaching has been transformed in many subjects since the previous inspection.
• Teachers are skilled and confident, explain new ideas clearly and support subject-specific vocabulary well.
• Pupils with SEND are identified swiftly and accurately, and staff adapt tasks and resources effectively.
• Pastoral support is especially strong, including bespoke nurture provision for vulnerable pupils.
• Reading is a high priority, and pupils learn to read quickly with effective phonics and catch-up support.
• Pupils benefit from a wide range of enrichment opportunities, including brass lessons, orchestra, choir and clubs.
• The school is at the centre of its community and works well with other settings and local services.
• Parents speak highly of the school and value its support, including coffee mornings.
• Attendance is improving rapidly, and suspensions have greatly reduced.
• Pupils’ wider development is considered carefully, including learning about differences, religions and cultures.
• Safeguarding arrangements are effective.

Areas for Improvement

• In some foundation subjects, leaders have not identified clearly enough the most important knowledge pupils need to recall long term.
• Teachers in some non-core subjects are less clear about what content to prioritise and check, which slows pupils’ learning.
• Too many pupils persistently miss school or take occasional days off, so they miss vital learning and experiences.
• The school should continue working with families so that all pupils, especially the most disadvantaged, attend regularly.

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 Stanmore Primary School attended 93.7% of sessions (the national figure for primary schools was 94.8%). 15.9% 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, 4.5% of pupils at Stanmore 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 Stanmore Primary School had 18.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 19.2% 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, 19.0% of pupils at Stanmore Primary School were on SEN support (nationally 15.4%) and 6.8% 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 Stanmore Primary School received £8,926 and spent £9,301 for each of its 147 pupils. It ended the year with reserves of £82,000 (£555 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 Winchester · Hampshire local authority: places and applications

What is Stanmore Primary School's Ofsted rating?

The latest Ofsted rating for Stanmore Primary School is Good, from an inspection in November 2024.

When was Stanmore Primary School last inspected by Ofsted?

Stanmore Primary School was last inspected in November 2024.

How many pupils does Stanmore Primary School have?

Stanmore Primary School has 147 pupils on roll.

What age range does Stanmore Primary School cover?

Stanmore Primary School for pupils aged 4 to 11.

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

In 2025, 59% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Stanmore Primary School?

Stanmore Primary School is at Stanmore Lane, Stanmore, Winchester, Hampshire, SO22 4AJ.