|Name||Layton Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||10 October 2017|
|Address||Meyler Avenue, Layton, Blackpool, Lancashire, FY3 7DX|
|Religious Character||Does Not Apply|
|Number of Pupils||604 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.1|
|Percentage Free School Meals||27.5%|
|Percentage English is Not First Language||3.5%|
Information about this school
This school is much larger than average-sized primary school. The very large majority of pupils are of White British heritage. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have special educational needs and/or disabilities is broadly average. The school meets requirements on the publication of specified information on its website. In 2016, the school far exceeded the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is an outstanding school Layton lives up to its school motto, ‘Growing great minds together’ in everything it does. The exceptional leadership of the headteacher and the staff team has created a climate of high expectations, a love of learning and an insistence on the very best for every pupil. Governors are committed and knowledgeable. They support and challenge the headteacher effectively and make a valuable contribution to the ongoing development of the school. Outcomes for all pupils, at all levels, are exceptional. All groups of pupils make outstanding progress in reading, writing and mathematics to reach standards that are well above average by the time they leave key stage 2. At the core of its success is the resolute view that the highest quality of teaching and learning ‘must run through the school like a piece of Blackpool rock’. The innovative approach to the professional development of staff has enabled them to grow quickly into highly-skilled practitioners who share a passion for learning. The precise tracking of pupils’ progress in reading, writing and mathematics means that leaders and teachers have a detailed understanding of how well pupils are doing. This overview and understanding is less well developed for other subjects. The state-of-the-art and wide-ranging use of information and communication technology has a significant impact on pupils’ successful learning and enjoyment. Teachers’ ability to ask the right questions to support pupils to develop their thinking, and move them on in their learning, results in outstanding teaching and learning over time. Pupils’ personal development, welfare and behaviour is outstanding. Pupils conduct themselves extremely well around school. Their attitudes to learning in lessons are very positive and many play an important part in supporting their own and others’ learning. Leaders are diligent in carrying out their duties for safeguarding. As a result, pupils say that they feel safe in school. Their welfare needs are well met. The provision for early years is outstanding. High-quality leadership and teaching create a stimulating learning environment and ensure that children have the best possible start to school life. Some parents feel communication about their child’s learning is not as strong as it could be. Although leaders prepare pupils to move to secondary school well, still more could be done.