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Laceby Acres Primary Academy has high ambitions for what all pupils can achieve, including those with special educational needs and/or disabilities (SEND).
Pupils behave well in lessons and around school. The school's approach to behaviour helps pupils to be intrinsically motivated. Pupils say that this helps them to reflect and make informed choices.
Pupils are safe. Adults create positive relationships with pupils. This ensures an atmosphere where pupils are happy.
If they have any concerns or worries, they know the adults in school will help them to resolve them.
Educational visits support the delivery of the curriculum. This includes trips linked... to the Second World War and animal habitats.
The school is committed to supporting pupils' wider development. They have created their 'Fab 40'. This is a list of experiences pupils complete while attending the school.
One example includes children in early years using the school phone to ring their home. These are to build pupils' character and confidence.
Pupils access a range of extra-curricular opportunities.
These clubs are inclusive. Pupils develop their talents in areas such as football and cricket. Pupils also get the opportunity to develop their musical interests.
This includes learning the violin and singing in the choir.
What does the school do well and what does it need to do better?
The school has prioritised reading. The school teaches phonics through a well-sequenced approach.
Staff are trained to teach phonics with accuracy. The books that pupils use to practise reading match the sounds that they learn in phonics lessons. This helps pupils to quickly begin to read words.
Staff help pupils to read with expression and understanding. This is effective and pupils become capable readers. Leaders regularly check what pupils learn.
If pupils have gaps in their understanding, these are identified and they access additional support which is successful.
The curriculum is carefully considered. Teachers have strong subject knowledge and introduce new learning clearly.
The school prioritises subject-specific vocabulary across the curriculum. Pupils learn to use figurative language and adverbs in their writing to engage the reader. This is effective.
The use of this vocabulary is evident in pupils' discussions. Mathematics is a strength in the school. Pupils start by learning how to complete different mathematics operations.
They then use this understanding to solve more complex mathematical problems. In the wider curriculum, the strategies the school uses to help pupils remember their learning are not as effective as they could be. As a result, in these subjects, pupils are not able to build on their understanding as effectively as they could.
The school identifies the needs of pupils with SEND. Where appropriate, the school engages with outside experts to ensure that these pupils get the extra support that they need. Resources are used to support pupils to access the curriculum.
This is effective and pupils with SEND learn well alongside their peers.
Children get a very positive start to their education at the school. Early years is exceptional.
Leaders skilfully design learning activities. These precisely match the learning needs of the children. As a result, children extend their understanding successfully.
Interactions between adults and children are purposeful. There is a sharp focus on developing children's vocabulary. Adults model ambitious language.
Adults ask carefully considered questions that ensure children get the chance to practise using this new vocabulary. Leaders thoughtfully plan transition activities for pupils to move into Year 1. This includes children being taught by their new teacher before the summer holidays.
As a result, children are very well placed to access the key stage 1 curriculum.
Pupils learn about equality and inclusion. Pupils accept difference and freedom of choice.
They learn about British values. This understanding is reinforced when pupils are voted into school leadership roles by their peers. The school ensures that these roles contribute to school life.
Pupils accompany the school leaders when monitoring the quality of education. This has led to tangible improvements to the school. An example was when pupil leaders canvassed the thoughts and feelings of their peers.
This provided further insight into how leaders could improve the school. As a result, school leaders create an environment where pupils are comfortable sharing mistakes.
Staff at the school are well supported.
Leaders consider staff workload. The school accesses development opportunities provided by the trust. This allows staff to visit other schools across the country to research how they can improve the curriculum.
These opportunities are valued by staff. It is supporting them to refine the curriculum and the way it is delivered.
Trustees and those responsible for governance fulfil their responsibilities.
The systems set by the trust ensure that governors and trustees have an accurate picture of the school. They use this information to support school leaders to continue to improve the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of foundation subjects, some pupils are not remembering enough of what they learn. As a result, they are not able to build and develop their understanding as effectively as they could. The school needs to better support pupils to retain knowledge in these subjects so that they deepen their understanding.
