We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Crab Lane Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Crab Lane Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Crab Lane Primary School
on our interactive map.
Pupils are happy and settled at this friendly school. They told inspectors that they enjoy spending time with their friends. Pupils know that they can freely express themselves while at school.
Caring staff support pupils well if they have any worries.
The school has high expectations for pupils' achievement. Most pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND), achieve well.
Pupils appreciate recognition for their efforts, such as by receiving house points, raffle tickets and prizes.
Pupils typically behave well during lessons and around the school. They understand that by following ...the school's 'LEARNERS' values they help to make classrooms purposeful learning environments.
Pupils also try their best to observe the school's 'golden rules', which include working hard and being kind and respectful.
The school provides pupils with rich experiences to enhance their learning. For example, pupils enjoy trips to farms, art galleries, museums, a recycling centre and an observatory.
Visitors to the school help to develop pupils' understanding of important issues, such as being safe online and while outdoors. Pupils attend a range of clubs, including sports, gardening, cookery and art. They take part in talent shows and compete in sports events with other schools.
What does the school do well and what does it need to do better?
The school and the governing body work closely to provide pupils with a broad and ambitious curriculum. Starting from the early years, subject curriculums identify the small steps of knowledge that pupils should learn and the order in which teachers should introduce subject content. In 2024, pupils' attainment in some subjects at the end of Year 6 was significantly below national averages.
A substantial number of pupils joined the school during the year. The school has acted swiftly to address gaps in learning, and most current pupils are achieving well.
Staff benefit from training and support, which helps them to further develop their subject knowledge.
They design learning activities well and provide clear explanations when delivering curriculum content. Staff use a range of strategies to check how well pupils progress through the curriculum. They use this information to adapt future teaching.
The school has focused on developing pupils' spoken language. This work has been largely successful, with pupils being able to articulate their learning well across a range of subjects. However, in the early years, the school has not made sure that staff are consistently clear on the specific vocabulary that children should learn and when this should happen.
This means that some children do not learn the breadth of language that they could.
Staff identify pupils with SEND as quickly as possible. They work with external professionals, parents and carers to help pupils with SEND to follow the same curriculum as their classmates.
Staff provide tailored support for pupils with complex needs to enable them to be ready to learn.
Pupils begin to learn phonics from the beginning of the Reception Year. Staff are well trained to deliver the phonics programme with fidelity.
Pupils practise reading from books that match their current phonics knowledge. This helps most to develop into confident readers. Staff provide effective support for pupils who struggle with learning to read.
The school has identified high-quality texts across the curriculum. It has established new reading areas, including a library and outdoor 'reading sheds'. Pupils can earn 'reading tokens' to exchange for books.
However, it is too early to see the intended impact of these initiatives. Some pupils do not read widely, and they are not enthusiastic about reading. These pupils have limited knowledge of different books, texts and authors.
Pupils are polite and well mannered. From the beginning of the early years, children learn to share and take turns with others. They settle into school life quickly.
Most pupils have positive attitudes towards their learning. They understand the importance of attending school regularly. Most pupils have high attendance rates.
When this is not the case, the school works tenaciously with parents and with local agencies. This has had a positive impact on reducing levels of absence.
The school provides well for pupils' personal development.
Pupils learn about responsibility by taking on leadership roles in school, for example as school councillors, playground buddies and science ambassadors. They visit the local church and the local home for older people. Pupils collect food to help people who are less fortunate.
They learn how to protect their physical and mental health.
Staff value working as part of a team. They described the school as being 'like a family'.
The governing body and the school ensure that staff have the time and support that they need to fulfil their roles well. Staff said that their opinions are valued and considered.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Until recently, the school has not placed enough emphasis on fostering pupils' love of reading. This means that some pupils have limited knowledge of different writers and texts, which makes it difficult for them to talk with enthusiasm about reading. The school should ensure that these pupils read more widely and often so that they develop their understanding of a broader and varied range of literature.
• In the early years, the school has not fully determined the precise vocabulary that children should learn and when this should happen. As a result, staff do not consistently introduce and revisit enough new words during learning time. The school should help staff to broaden children's vocabulary so that they know and remember more.
