De Lucy Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this caring and welcoming school. Pupils are friendly and confident.

They happily greet others with a smile, a wave, or a 'high five'.

Leaders, staff and governors have high aspirations for all pupils and want the very best for them. Pupils benefit from a broad curriculum which has been carefully thought out by leaders.

From the very start, in the early years, children achieve well in their learning and development. Across the school, pupils work hard in lessons and try their best. They are enthusiastic about their learning and develop knowledge successfully.

Pupils behave well and they are kept safe at school. Staff and pupils... share trusting, respectful relationships. Pupils show kindness to each other.

Bullying rarely happens and pupils know that any concerns they have will always be dealt with effectively.

The school organises a variety of activities to promote pupils' personal development. Pupils particularly enjoy the after-school football club, and the school 'librarians' take their responsibilities seriously.

They also enjoy their educational outings to places like The National Gallery.

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

Leaders have designed a broad and ambitious curriculum which staff implement successfully. Children in the early years get off to a great start with their education.

Staff develop children's language and communication skills well in all that children learn and experience. Children are full of enthusiasm to try new things, as staff make learning fun, both in classrooms and in the vibrant outdoor spaces. Pupils in Year 1 enjoy the opportunities to learn and practise what they have been taught outside too.

This supports a smooth transition in learning from Reception to Year 1.As they move through the school, pupils build up their knowledge well in all subjects. This is because leaders and teachers are clear about what pupils need to learn and when.

Teaching helps pupils to build on what they have been taught previously. For example, in Years 1 and 2, pupils learn about musical notes when they play the xylophone. They use this knowledge to compose and improvise with music when they are in Years 3 to 6.

Teachers and support staff have good subject knowledge across the range of subjects that they teach. They keep a careful check on pupils' knowledge and understanding and are swift to offer extra help to pupils who are at risk of falling behind. This work supports pupils to learn and achieve well.

Reading is given the highest priority across the school. Staff are confident and skilled in teaching phonics. As a result, all pupils, including those who need more support, read with increasing accuracy and fluency.

Pupils secure and practise their phonics knowledge by reading books that match the sounds they have been taught. Teachers inspire a love of reading through a range of ways, including daily story time. Once pupils have learned to read, they read to learn across all subjects.

By the time they leave the school, pupils are confident readers and ready for the next stage of their education.

Overall, pupils with special educational needs and/or disabilities (SEND) achieve well. Their needs are accurately understood.

However, in English and mathematics the way in which the curriculum is organised and delivered means that, at times, these pupils do not benefit from the best possible learning opportunities. When this happens, it reduces the effectiveness of the school's work to improve these pupils' outcomes.

Pupils behave well in lessons, in the playground, and around the school.

There are clear systems for rewards and consequences which are understood by pupils. They are motivated to work hard and behave well. Pupils attend school regularly.

The school promotes pupils' personal development well. Pupils are supported by the staff team to grow in confidence. Through the curriculum they learn about a sense of right and wrong as well as how to look after themselves.

For example, pupils are taught about how to keep their teeth clean and healthy. Pupils also enjoy learning about different cultures. Recently, for example, pupils celebrated Black History Month by exploring and appreciating the work of Black musicians.

Some pupils take part in the school's football club. Leaders plan to offer additional after-school clubs later in the term.

Governors contribute much to the school's drive for improvement.

They know the school extremely well and are very much part of the life of the school. They offer support and challenge in all aspects of the school's work.

Leaders ensure that staff receive appropriate professional development to help them deliver the planned curriculum.

Leaders make sure that staff's workload and well-being are fully considered. Staff are confident that leaders will respond positively if they share any concerns they might have.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some instances, the way in which the curriculum is organised and implemented in English and mathematics does not provide the best possible learning opportunities for pupils with SEND. Even though these pupils achieve well overall, this reduces the positive impact of the school's work to improve pupils' outcomes further in these subjects. The school should review the way in which the curriculum for these pupils is organised and implemented to ensure that all provision is of the highest quality.

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