Quinton Primary School

Quinton Primary School is a welcoming, inclusive and caring school where pupils behave well and attend regularly. Inspectors found strong practice in attendance and behaviour, early years, inclusion, leadership and governance, and personal development and wellbeing. Safeguarding standards are met. Pupils feel safe, staff know families well, and pupils with special educational needs and/or disabilities and disadvantaged pupils are supported effectively to take part fully in school life. Achievement and curriculum and teaching are secure but not yet as strong as the school's best areas. Most pupils make positive progress, particularly in reading, writing and phonics, but published key stage 2 outcomes vary between cohorts. Mathematics is the main area for development: teachers do not consistently use assessment to identify and address misconceptions quickly enough, so some pupils repeat errors and their progress is limited. Published outcomes for disadvantaged pupils are below national averages in combined reading, writing and mathematics, and particularly in writing and mathematics, with wide disadvantage gaps. This was a full section 5 inspection. The school is close to average in size, has no resourced SEND provision and runs a breakfast club. Leaders have already begun to strengthen mathematics provision, and governors are highly skilled and provide effective support and challenge.

Strengths

• Effective action and tailored support have improved attendance significantly, including for disadvantaged pupils and pupils with SEND.
• Pupils are polite, respectful and behave well, creating a calm and purposeful environment.
• Bullying and discriminatory incidents are very rare and are dealt with promptly and effectively.
• Early years provision is nurturing and well organised, giving children a highly positive start.
• Inclusion is a significant strength, with accurate identification and effective support for pupils with SEND and disadvantaged pupils.
• Leaders at all levels know the school well and respond quickly when improvements are needed.
• Governors are highly skilled, know the school well and provide effective support and challenge.
• Staff receive professional development closely aligned to school priorities and feel supported by leaders.
• Personal development is rich, with strong pastoral support and wide enrichment and leadership opportunities.
• Pupils learn about diversity, health, relationships and British values and contribute positively to school life.
• Reading, writing and phonics are strengths, and pupils generally develop secure foundational knowledge.
• The curriculum is broad, ambitious and well sequenced across a wide range of subjects.

Areas for Improvement

• Mathematics is the main area for development and requires stronger provision.
• Teachers do not consistently use assessment in mathematics to identify and address misconceptions quickly enough.
• Some pupils make repeated errors in mathematics because gaps are not addressed before they move on.
• Published key stage 2 outcomes show variation between cohorts.
• Disadvantaged pupils' outcomes are below national averages in combined reading, writing and mathematics.
• Disadvantaged pupils' outcomes are particularly low in writing and mathematics, with wide disadvantage gaps.

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 Quinton Primary School attended 94.6% of sessions (the national figure for primary schools was 94.8%). 16.3% 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, 1.4% of pupils at Quinton 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 Quinton Primary School had 21.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% 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, 16.9% of pupils at Quinton Primary School were on SEN support (nationally 15.4%) and 3.1% 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 Quinton Primary School received £6,972 and spent £7,038 for each of its 225 pupils. It ended the year with reserves of £94,000 (£419 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 Stratford-Upon-Avon · Warwickshire local authority: places and applications

What is Quinton Primary School's Ofsted rating?

The latest Ofsted rating for Quinton Primary School is Expected standard, from an inspection in October 2026.

When was Quinton Primary School last inspected by Ofsted?

Quinton Primary School was last inspected in October 2026.

How many pupils does Quinton Primary School have?

Quinton Primary School has 225 pupils on roll.

What age range does Quinton Primary School cover?

Quinton Primary School for pupils aged 3 to 11.

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

In 2025, 53% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Quinton Primary School?

Quinton Primary School is at Lower Quinton, Stratford-upon-Avon, Warwickshire, CV37 8SA.