Lache Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Lache Primary School is a safe and welcoming haven for its pupils.

Pupils are very happy to come to school. They enjoy being with their friends and they think very highly of staff. Pupils appreciate all that staff do for them.

They know that staff have their best interests at heart. This is a very caring school where every pupil matters.

Each morning pupils are greeted by Scooby, the friendly school dog.

He helps some pupils who need additional support to settle into the school day and be ready to learn. The school has high aspirations for pupils' achievement. Most pupils achieve well and are ready for the next stage of their education.

Pupi...ls behave well. In lessons, they are enthusiastic about their learning and listen carefully to their teachers. Pupils, including those with special educational needs and/or disabilities (SEND), talk confidently about what they have learned.

Pupils have the opportunity to develop their talents and interests. They benefit from a range of clubs on offer. For example, they attend archery, craft, choir and football.

Pupils are encouraged to develop into responsible citizens of their community. For instance, each class decides how they will raise money for local charities.

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

In 2023, the proportion of Year 6 pupils meeting the expected standards in reading and mathematics was significantly below the national average.

This was because of weaknesses in the previous curriculum, which were compounded by the impact of the COVID-19 pandemic. This resulted in gaps in pupils' learning. They were not able to catch up quickly enough to attain as well as they should in the national tests and assessments.

The school has since strengthened the subject curriculums. They are ambitious and clearly set out what pupils should learn. In the vast majority of subjects, teachers choose activities that help pupils to learn well.

In turn, pupils remember what they have learned over time. This means that pupils currently at the school are achieving much better than the 2023 published data suggests.

In most subjects, pupils are ready for success as they begin Year 3 curriculum.

However, in writing, the curriculum in the early years and key stage 1 does not prepare some pupils well enough for the demands of key stage 2. Some pupils have gaps in their knowledge of grammar and punctuation that hinder the accuracy of their written work across different subjects.

The school gives high priority to the teaching of early reading.

This begins in the Nursery class where children enjoy listening to new stories and comparing them to stories that are more familiar. The phonics programme starts swiftly in the Reception class. It is taught effectively by well-trained staff.

Pupils join in the phonics sessions with enthusiasm. To help pupils to remember the sounds that they learn, teachers provide regular opportunities to revise prior learning. In addition, pupils who struggle to remember the sounds that they have learned are quickly identified and supported well to catch up with the programme.

Pupils, including children in the Reception class, take home books that are carefully matched to the sounds that they know. Most pupils in key stage 2 develop into fluent and accurate readers.

Teachers regularly check how well pupils are progressing through the curriculum.

They identify those pupils who need additional support. Teachers also make sure that misconceptions are addressed and that gaps in pupils' knowledge are overcome.

Pupils with SEND, including those in the specially resourced provision for pupils with SEND (specially resourced provision), are well supported so that they can learn alongside their peers.

In particular, the staff in the specially resourced provision expertly help pupils to learn all that they should against their individualised learning plans.

The school has very carefully considered the provision to support pupils' personal development. This enables pupils to have rich experiences beyond their day-to-day lives.

For example, the 'eleven by eleven pledge' ensures that pupils access activities such as going to the theatre or learning to ride a bicycle before they leave Year 6. Pupils especially enjoy the range of visits that they go on. For example, the annual trip for the whole school to the local zoo.

Older pupils develop their leadership skills through a range of roles. For instance, house captains help to lead a weekly assembly. Pupils of all ages are pleased to belong to their house team.

They wear their ties with house colours with pride.

Playtimes are joyful. Pupils behave well.

Pupils of different ages play together. Older pupils take pride in teaching younger pupils to play a range of games that make their time away from classrooms enjoyable.

The school has developed a number of successful strategies which have led to some pupils attending more regularly.

Even so, absence rates are higher than the national average. This means that pupils miss out on valuable learning which then hinders their achievement and personal development.

The governing body wants the very best for pupils and their families.

Governors fulfil their statutory duties effectively. They have the necessary skills to support and challenge the school well.

The school gives a high priority to staff's workload and well-being.

For example, the new approach to giving pupils feedback on their work reduces marking time for staff. As a result, staff feel well-supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The writing curriculum in the early years and key stage 1 does not ensure that pupils are prepared well enough for the demands of key stage 2. This means that pupils have gaps in their knowledge of grammar and punctuation which hinders the accuracy of their written work across different subjects. The school should ensure that children in the early years and pupils in key stage 1 gain the fundamental knowledge that they need to write with fluency and accuracy.

• Many pupils miss valuable time away from school. This hinders their learning and causes gaps in their knowledge. The school should revisit its strategies for identifying the reasons why some pupils do not attend school and work with parents and carers to overcome these obstacles.

Also at this postcode