Lytham Church of England Voluntary Aided Primary School

About Lytham Church of England Voluntary Aided Primary School Browse Features

Lytham Church of England Voluntary Aided Primary School

Name Lytham Church of England Voluntary Aided Primary School
Ofsted Inspection Rating Good
Inspection Date 15 October 2019
Address Park View Road, Lytham St Annes, Lancashire, FY8 4HA
Phone Number 01253736900
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 236 (50% boys 50% girls)
Number of Pupils per Teacher 28.8
Local Authority Lancashire
Percentage Free School Meals 11%
Percentage English is Not First Language 2.1%
Persisitent Absence 5.7%
Pupils with SEN Support 12.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No


Lytham Church of England Voluntary Aided Primary School continues to be a good school.

What is it like to attend this school?

Pupils enjoy school. They say that it is a happy place where everyone tries to get along. Pupils say that bullying and name-calling are rare and that adults listen to their concerns. Pupils understand the school behaviour policy. They enjoy earning rewards for good behaviour. Most pupils hardly miss a day of school.

Pupils relish helping one another. They enjoy demonstrating their ideas to and sharing them with their friends. They are keen to ensure that no one is ever left out. Leaders have instilled an ‘I cannot do this yet’ attitude in the pupils. Pupils try their best to live out the school vision through their positive actions.

Older pupils take on a range of responsibilities. This helps pupils to consider how they can be better citizens. They enjoy growing food, looking after the garden and raising money for charity. Pupils enjoy the wide range of after-school clubs and activities. Older pupils are beginning to think about the jobs that they would like to do in the future.

Leaders provide pupils with the skills they need to stay safe. Pupils have a good understanding of the dangers of online gaming. They know how to stay safe when walking or cycling to school.

What does the school do well and what does it need to do better?

Leaders have developed a curriculum which is broad and interesting. It develops pupils’ knowledge and skills in a logical order. As a result, pupils leave Year 6 achieving as well as other pupils nationally in reading, writing and mathematics. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) also achieve well. These pupils receive high-quality support. Teachers adapt the curriculum to meet their different needs.Leaders provide pupils with opportunities to become resilient and determined. They encourage pupils to do their best and to never give up. Pupils have a strong understanding of what it means to be a British citizen. They are respectful of the views of others. Pupils have a deep understanding of other faiths and cultures. They enjoy the many clubs, trips and visits that enrich the curriculum.

Leaders place reading at the heart of the curriculum. A love of reading is promoted well throughout school. Older pupils willingly discuss their favourite books and authors. Children in Reception get off to the best possible start with their reading. They read books that are challenging. Children take home books and games that help them practise what they learn in class. Teaching assistants provide structured support for pupils who struggle. Staff have been well trained to teach phonics. As a result of leaders’ focus, pupils become fluent and confident readers at this school.

In 2017, pupils in Year 6 did not achieve well in mathematics. In response, leaders overhauled their approach to how mathematics is taught. This included providing staff with high levels of training. Teachers now plan more opportunities to allow pupils to think carefully about mathematics and to explain their thinking. This helps them to solve problems. Teaching also builds on what pupils already know. Pupils now enjoy mathematics lessons and like to challenge themselves. They take pride in their work and carefully present their findings. The efforts of leaders’ work are now showing signs of sustained improvement.

The history curriculum is well planned. Leaders consider the skills and knowledge that they want pupils to remember. Pupils refer to this as their ‘sticky knowledge’. Teachers build on what pupils already know about history. As a result, pupils have a strong understanding of what happened in the past and when. They consider what is the same and different about historical events. For example, older pupils know what is the same and what is different between the Roman and Anglo-Saxon invasions of Britain.

Parents and carers are very supportive of the school. Many parents said that the school is extremely supportive of pupils with SEND. Staff enjoy coming to work. They feel supported by leaders. They said that leaders listen to their views. However, teachers did say that they would benefit from more training to help them lead the different subjects even more effectively.

Governors know the school well. They challenge leaders to ensure that pupils achieve the best that they can.


The arrangements for safeguarding are effective.

Staff receive regular training in safeguarding and are kept up to date. They are aware of the dangers faced by the pupils in their care. They are clear in their responsibilities for recording and documenting any concerns. The headteacher and learning mentor keep careful records of their safeguarding work. They work with an extensive range of other professionals. This helps leaders to ensure that pupils and their families receive timely andrelevant support.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders were disappointed with mathematics results in 2017. A new approach to teaching reasoning and problem solving within mathematics is becoming embedded. Leaders should continue to develop this new approach to the teaching of mathematics. This will allow pupils to further develop their skills and knowledge, so that they can continue to achieve well in this subject. . Staff have received much training to teach English and mathematics. Opportunities for training in other subjects are not as well developed. Many staff complete their own research. Engaging in regular training opportunities would help staff to lead the curriculum with higher levels of expertise .Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in May 2015.