Halton Lodge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Halton Lodge is a happy and welcoming school.

Pupils feel safe and well looked after. They trust staff to do what is right for them. Pupils who spoke to inspectors said that bullying happens from time to time.

They said that this does not worry them because staff are really good at sorting problems out.

Pupils behave well. They work hard in lessons.

They enjoy the exercise sessions that are held in the hall each morning. Pupils also enjoy the after-school clubs and residential visits that leaders provide.

Pupils develop a strong sense of equality and justice.

Older pupils sometimes engage in heated debates about topical issues durin...g lessons, but they are respectful of each other's views. Pupils learn to value difference and see it as a positive aspect of their lives. They enjoy the extra responsibilities that they are given, such as serving on the school council.

Despite these positive features, there are weaknesses in the school's curriculum. Leaders have made improvements to the reading and mathematics curriculums. However, leaders' expectations of what pupils can achieve in other subjects are too low.

As a result, the quality of education is not good enough and pupils struggle to remember what they have learned.

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

Although this school has many strengths, leaders have not ensured that pupils benefit from a well-planned, well-sequenced curriculum. Leaders have made recent improvements to the curriculums for mathematics and reading.

However, plans in many other subjects lack detail about what teachers are expected to teach and what knowledge pupils are expected to acquire. As a result, pupils often engage in activities that are unrelated to their previous learning. This prevents them from building on their knowledge and remembering more.

Weaknesses in the school's curriculum limit the progress that pupils make. This includes those with special educational needs and/or disabilities (SEND). Staff use assessment well to identify the needs of pupils with SEND and provide effective support in helping these pupils to work through the reading and mathematics curriculums.

Caring and knowledgeable support staff use a wide range of strategies to support the personal development of these pupils.

Leaders have prioritised the teaching of reading. Staff have been well trained to deliver the phonics programme.

They ensure that pupils practise their reading regularly at school and at home. They also make sure that the books that pupils read are matched to their reading ability. Teachers use assessment information well to track pupils' reading progress and they are quick to identify any pupils who are falling behind.

They support these pupils well and ensure that they develop the confidence and skills that they need to become confident, competent readers.Leaders have also made improvements to the mathematics curriculum. They have provided training for staff and raised expectations of what pupils can achieve in this subject.

This is helping to address a legacy of underperformance in mathematics. Recent teacher assessments have shown that some older pupils still have gaps in their knowledge. However, staff are providing additional support to help them catch up.

For younger pupils, the new curriculum is helping to build a more solid foundation for their learning in mathematics.

The leadership of other subjects is not as effective. Some subject leaders are new to their role.

They have not been given enough guidance about how to carry out their roles effectively. For example, they have not been told when or how to check whether pupils across the school are learning what they should in each curriculum area. This means that leaders, including governors, do not have a well-informed understanding of how well the curriculum is supporting pupils' learning across subjects.

Children get off to a good start in the early years. The well-planned curriculum helps to ensure that learning is sequential and purposeful. Children quickly learn to follow routines and develop good attitudes to learning.

Staff are skilled in modelling behaviour and language. They use assessment strategies effectively to check how well children are progressing across all areas of learning. The early years curriculum ensures that children are well prepared for Year 1.

Staff are committed to supporting pupils' emotional well-being. They provide strong pastoral support for all pupils, including those who attend the specially resourced provision for pupils with SEND. Pupils learn how to be respectful and responsible.

They develop good attitudes to learning and behave well, during lessons and at breaktimes.

Staff are proud to work at Halton Lodge. They feel well supported.

They said that leaders are considerate of their workload. Parents and carers are supportive of school leaders and appreciative of the care and support that staff provide for their children each day.

Governors are committed to supporting the school.

However, they are not aware of the weaknesses in the quality of education that is currently being provided.

Safeguarding

The arrangements for safeguarding are effective.

Staff are vigilant and fully aware of the school's policies and procedures for safeguarding pupils.

They know how to spot possible signs of abuse. Pupils are taught how to keep themselves safe. They know that they can speak to a member of staff if they have any concerns or worries.

Leaders also work closely with external agencies to provide support for any families who need extra help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum planning for many subjects, other than reading and mathematics, lack detail. They do not help teachers to know precisely what pupils need to learn in order to be ready for the next year group.

This stops pupils from knowing and remembering more over time. Leaders need to review the curriculum for these subjects. They should ensure that the planning identifies the key knowledge that pupils must know and the order in which they will learn this content.

• Some subject leaders do not have the skills or expertise to fulfil their roles effectively. This means that subject curriculums are not improving and staff are not receiving appropriate training or support. Senior leaders need to provide better support for subject leaders so that they are able to contribute to the development of well-sequenced curriculums.

• Senior leaders do not have a good enough understanding of how well pupils are gaining essential knowledge as they learn the curriculum. They need to ensure that appropriate checks are made on how well pupils are developing the knowledge that they need in each subject. ? Governors are not aware of the weaknesses in the school's curriculum.

They have not held leaders to account for the quality of education that the school is providing. This has contributed to the weaknesses in leadership at the school. Governors need support in developing their knowledge and understanding of the school's curriculum to ensure that they remain well informed about the progress that leaders are making in improving the quality of education.

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