At Stockton on the Forest Primary School we pride ourselves in the work that we do to ensure that each and every child in our care makes as much progress from their starting point as possible.

For us, ensuring the social and emotional well-being of our pupils is of paramount importance as a happy child with good levels of self esteem is a child who is well placed to learn.

As we are a small school we are in a unique position to know and understand the needs of each and every one of our children well. This, along with our careful monitoring of pupil’s academic progress enables us to carefully plan each child’s next steps in learning. This enables us to provide as near to a personalised learning approach as possible for all of our pupils. As such we have a proven track record of ensuring that our more able students are appropriately challenged to achieve their maximum potential, and of offering targeted and specific support to children with special educational needs so that they too achieve all of which they are able.

As a small school, it is often the case that small numbers of children in year groups corrupts the validity of raw ‘blanket’ data as represented in charts and tables. For example, in a small school, one child in a year group may account for anywhere between 10% and 50% of a data set, rendering data based around percentages of cohorts almost invalid. This is why for us, it is the importance of the individual that matters, so we know that each child in our care has received the best education that could be delivered and has been given the best start in life that we could give.

Performance tables

Assessment results