Lady Modiford’s Church of England Primary School

Highlights from Latest Inspection

Outcome

Lady Modiford's Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

The executive headteacher of this school is Suzy Dyter.

This school is part of the St Christopher's CofE trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Joanne Evans, and overseen by a board of trustees, chaired by Andrew Bailey.

What is it like to attend this school?

The pupils of Lady Modiford's Church of England Primary School are proud to attend this small inclusive school.

Parents and carers speak highly of the school's family ...feel as well as the level of care that staff show towards pupils. Pupils are confident to share their worries and have faith in adults' ability to help them resolve disagreements. They know that their opinions are listened to and this makes them feel safe.

The school is ambitious for pupils to achieve well. Pupils respond to this ambition. This is illustrated by the quality of pupils' written work and how their mathematical skill develops over time.

The school provides trips and experiences to bring the curriculum alive for pupils. Guests to the school help pupils learn about the history and geography of the local area. Memorable experiences, such as the recent 'Walking Nativity' in the village, showcases pupils' talents.

The school has clear routines that means that it is calm and orderly both in class and at breaktimes. Pupils understand why it is important to behave well so as not to disrupt others. They respond promptly to instructions from adults.

Pupils enjoy the rewards that they are given for their high-quality work and their conduct.

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

The school has recently reviewed the curriculum. It has ensured that it is effectively adapted for pupils across the 3-year groups in the school.

Adults explain concepts to pupils clearly. They question pupils carefully to check their understanding. However, sometimes the follow up activities and explanations do not help pupils fully resolve gaps and misconceptions.

When pupils' understanding is not secure this hinders them learning subsequent topics.

The trust provides extensive support to the school to ensure that pupils study a broad curriculum. However, in a small number of subjects the school has not set out exactly what pupils will learn and when.

This means that in these subjects, pupils do not build on prior knowledge and they do not learn the curriculum as well as they should.

The school prioritises reading. Pupils enjoy sharing stories and are keen to recommend books to each other.

Pupils receive the individual support that they need, from highly skilled staff. This quickly builds both their confidence and fluency.

The trust works closely with the school to accurately identify the needs of pupils with special educational needs and/or disabilities (SEND).

Staff know these pupils well. The school invites parents to review and plan support together. The school, includes other agencies when appropriate.

For example, the well-thought out programme to prepare pupils for moving on to secondary education.

Pupils show positive attitudes towards their learning. They attend well and arrive to the daily breakfast club enthusiastically.

Pupils are keen to celebrate the achievements of themselves and others. They take on responsibilities, such as helping adults with lunchtime arrangements. Pupils understand the importance of being part of a community working together.

This helps develop their resilience and self-confidence, which supports their social and academic development.

Pupils learn about how to keep themselves safe and healthy in an age-appropriate way. The school encourages pupils to explore their own spirituality as well as learning about different religions and the fundamental British values.

The importance of tolerance and respect for others is clearly understood by pupils.

The trust has been instrumental in supporting the school through the changes to pupil numbers. There is a strong commitment to providing the best possible education for pupils.

At times this has meant drawing in expertise and resources from across the trust. For example, accessing bespoke interventions for pupils with SEND. Staff appreciate the professional development opportunities that the trust provides.

Those responsible for governance both support and hold leaders to account for their actions. They are reflective about their role in developing the school. Although the school has been through a period of significant change, leaders have been considerate of the workload and well-being of staff.

Staff are proud to work at 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 some subjects, the school has not identified precisely what pupils will learn and when. As a result, the curriculum does not build pupils' knowledge well enough over time. The trust should ensure that all areas of the curriculum are ambitious and clearly defined so that pupils develop their knowledge and understanding.

• On occasion, assessment is not used effectively to check pupils' current knowledge and understanding. Consequently, some pupils are not supported to resolve misconceptions and gaps in their understanding. The trust should ensure that teachers have the expertise to use their checks on pupils' understanding to make informed adjustments to the curriculum and its delivery, so pupils achieve well.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good/outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.