Leaders of a North Staffordshire school have been praised for bringing it back "onto a clear and stable path" after a "turbulent time".

Actions taken at Seabridge Primary School "are helping pupils learn with greater confidence" and "teachers have clearer guidance about what to teach", Ofsted inspectors have said.

The Newcastle school, which is part of Shaw Education Trust, met expected standards in personal development and wellbeing, achievement, attendance and behaviour, curriculum and teaching, early years, inclusion and leadership and governance. It showed a strong standard in personal development and wellbeing.

The report said: "Pastoral support is highly responsive and effective; staff have implemented a well‑planned range of support for pupils who need help with their wellbeing. Pupils learn to manage their emotions, express their feelings and talk openly about their wellbeing.

"Pupils enjoy attending Seabridge and are proud to receive certificates for coming to school regularly. Leaders work closely with external services and families to support pupils who are persistently absent to attend more often.

"In lessons, pupils usually listen carefully, stay focused and work well with one another; at times, a small number lose focus. Leaders acknowledge the effect these moments of inattention have on learning – they are working with staff to ensure pupils are more engaged.

"After a turbulent time, leaders, with support from the trust, have brought the school back onto a clear and stable path.

"Leaders and those responsible for governance have an accurate understanding of what the school does well and where improvements are needed – several parents and carers who shared their views with inspectors commented positively on the changes they have seen.

"Leaders' actions are helping pupils learn with greater confidence (and) teachers have clearer guidance about what to teach, which helps pupils build knowledge step by step. Staff notice early when a pupil is finding learning difficult and put the right support in place so that pupils do not fall behind.

"Leaders, staff and governors make decisions that put pupils' needs first; they keep a close watch on how pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are achieving and adjust support quickly if it is not working. Staff describe a culture where no pupil is forgotten."

Inspectors gave school leaders three next steps to follow.

The report said: "Leaders should make sure that staff, including early years practitioners, use the school's teaching approaches consistently so that pupils experience high-quality learning across the curriculum and make even greater gains across different subjects.

"Leaders should ensure that the school's writing approach is carefully implemented so that all pupils secure the skills of handwriting, spelling, grammar and punctuation.

"Leaders should ensure that routines to maintain pupils' focus are applied consistently so that all pupils remain engaged and learning time is used well."

The "welcoming environment" for pupils was praised however in the report. It said: "Pupils feel part of this caring school community".

"Pupils enjoy learning and typically achieve well. They are suitably prepared for the next stage of their learning.

"Staff understand pupils' needs well and make sure that pupils with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care experience the same curriculum as their peers. This helps pupils to progress steadily from their starting points."