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Lady Bankes Primary School is a school for everyone. Pupils really enjoy their learning. They are proud to be part of a school where their rights and responsibilities are promoted and respected.
The warm and nurturing relationships between staff and pupils sit at the heart of the school's effectiveness. Pupils are happy and safe. They are proud of their school.
The school is extremely ambitious for all its pupils, including those with special educational needs and/or disabilities (SEND). Pupils achieve highly. Children in the early years are well prepared for Year 1, while pupils in Year 6 are more than ready for the challenges of secondary school.
Pupils exc...el in the rich range of academic and social learning opportunities that the school provides for them.
Pupils' behaviour is exemplary. They demonstrate high levels of respect and kindness towards one another.
They are polite and well mannered. Staff make it a priority to know all pupils and their families very well. This develops a strong sense of community.
Pupils thrive in the wide range of leadership opportunities that are available. These range from leading the Safety Squad through to the Green Team. Whatever role a pupil takes on, working hard to benefit others and the community sits at the heart of what they do.
What does the school do well and what does it need to do better?
Leaders and governors have an unwavering commitment to providing the best possible education for all pupils at Lady Bankes Primary School. The school has created a strong climate for learning for all pupils. Governors are exceptionally knowledgeable about the school.
This enables them to support the school well and hold leaders to account effectively. Leaders have designed a curriculum that meets the needs of all pupils in the school. Leaders have thought carefully about what they want pupils to know and remember.
Pupils with SEND are fully supported to access the curriculum. For example, in physical education, para sports are an integral part of the school's offer.
The school is determined that every pupil will become a fluent reader.
Pupils' knowledge of letters and their sounds is checked regularly, right from the first week of Reception. Staff are highly skilled in the teaching of reading. Books are carefully chosen to ensure that they precisely match pupils' phonics knowledge.
Leaders invite parents and carers into the early years for workshops that equip them to help their child to read. Staff closely monitor the progress pupils make in reading and provide effective and regular one-to-one catch-up sessions for any pupils who fall behind. Pupils hear stories daily.
Staff have chosen books that will interest pupils and reflect the school's inclusive and diverse curriculum. This promotes a love of reading.
Pupils' attitudes to learning are overwhelmingly positive.
Children in the early years develop strong learning behaviours. Pupils across the school build on this positive start. Pupils' behaviour is exemplary as a result.
Their attendance is high and they enjoy coming to school. Pupils have a strong moral perspective that people should be treated with respect, regardless of their differences. Children in the early years learn how to recognise and describe their feelings and, as they get older, they manage their emotions and behaviour well.
Pupils complete the tasks that they are set diligently, and their work is of high quality.
The school's offer for pupils' personal development is excellent. The school's 'A TORCH' value system enhances pupils' learning.
Through a carefully considered curriculum, pupils learn about fundamental British values, such as the rule of law. Pupils have a mature understanding of their contribution to society by taking part in community events, such as the Green Team, whose members work as eco-ambassadors and take part in litter-picking and recycling work.
The school provides a wide, rich set of experiences that give pupils opportunities to develop their character.
This includes residential trips that almost all pupils take part in. Pupils attend a wide range of clubs and activities during and after school. This leads to opportunities to take part in local and national competitive events in athletics and the Great Big Dance-Off, for example.
Leaders are considerate of staff well-being. They manage staff workload well, and staff comment that leaders are supportive. Staff benefit from many opportunities to develop their knowledge and expertise.
Staff are proud to work here and are highly valued. Leaders have successfully ensured that their vision of collaboration is woven through the school at all levels.
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