Ladybridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders provide a calm and nurturing school environment where pupils thrive. Pupils feel safe and cared for.

Staff have high expectations. Children in the early years classes adapt to clear routines soon after their admission to the school. They develop good learning habits.

Older pupils develop as independent, successful learners. Low-level disruption in lessons is rare. Pupils further up the school manage their own behaviour in and out of the classroom.

Pupils trust in adults to help them address and resolve any concerns that they may have. They are confident that leaders would be swift to deal with bullying, should it ever occur.

Older pupils enjo...y playing an instrument in the impressive school orchestra.

Pupils love regular visits to the exceptionally well resourced library. Pupils and families benefit from the high-quality care offered by the pastoral support team. The school creates a range of opportunities to support parents and carers well, with initiatives such as 'Mum and Me'.

Pupils are warmly welcomed by their teachers each morning. They feel happy that their teachers know them well. Parents value the regular communication and strong relationships between school and families.

They know how to contact the school and feel listened to.

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

Leaders have set out a well-ordered curriculum. Subject leaders have discussed and agreed their intentions for each subject curriculum.

As a result, there is clarity and coherence about what is taught from the early years through to the end of key stage 2. Lessons are sequenced so that teachers build securely on what pupils have learned and remembered.

Teachers throughout the school have secure subject knowledge.

They follow the curriculum carefully. They provide clear explanations to pupils when they build on previous learning or when they introduce a new topic.

Teachers make regular and careful checks on how well pupils learn.

For instance, staff check pupils' phonics knowledge. Teachers use astute questioning to check pupils' understanding of new concepts or subject-specific vocabulary. Leaders check pupils' progress through regular monitoring of pupils' workbooks.

Staff use these checks to identify where pupils need support before moving on to new learning. That said, staff sometimes do not address pupils' repeated spelling, punctuation and grammatical errors in their independent writing during lessons. This means that some pupils do not secure their knowledge and achieve as well as they should in their writing.

Pupils enjoy their learning and engage positively in lessons. This includes children in the early years, who develop the independence needed for Year 1. Pupils achieve well.

Pupils spoken with were able to link their past work to what they are now learning.

Reading is a strength of the school. Pupils develop as fluent, successful readers.

Children in early years are enthusiastic when learning phonics. They work happily in pairs to test each other's reading knowledge. Pupils enjoy reading and take reading books home each night.

Pupils with special educational needs and/or disabilities (SEND) develop independence in their reading, spelling and comprehension by the time they reach the end of Year 6. Pupils who find difficulty in reading and phonics benefit from additional, helpful support.

The personal development of pupils, including those with SEND, is a priority for all.

This is recognised within the school's vision. Pupils take initiative in being effective citizens for their community through the fundraising and community projects they lead. Pupils understand democratic processes.

They find out about differences, for example, when they learn about the protected characteristics.

Pupils benefit from diverse experiences. There are many opportunities for pupils to engage in activities that promote their spiritual, moral, cultural and social (SMSC) development.

However, despite these opportunities, some pupils do not remember important aspects of this learning.

Leaders ensure that there is high ambition for all pupils, including for those with SEND and those who are disadvantaged. Staff work with parents and other professionals to identify pupils with SEND.

Pupils attending the specially resourced provision for pupils with SEND (specially resourced provision) receive targeted teaching and support relating to their education, health and care plans. They benefit from attending mainstream classes with their peers for some of their learning.

Staff feel extremely well supported in their well-being by leaders.

Leaders take account of staff workload and well-being when taking decisions.

Governors provide the right support and challenge to leaders. They keep a careful oversight of pupils' attendance and behaviour.

They check the impact of leaders' decisions, including those relating to pupils with SEND.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors ensure that there are clear procedures to keep pupils safe.

Staff and governors receive updated training on safeguarding. This means that they are aware of the signs that may indicate concerns, for example relating to internet grooming or domestic abuse.

Leaders have implemented an electronic system for staff to report and log any issues.

This information is followed up with relevant agencies and families in a timely way.

Staff teach pupils about keeping safe and to recognise situations where they might feel at risk. Pupils learn what they might do to manage that risk.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some cases, teachers do not identify the spelling, punctuation and grammatical errors that pupils make when they write independently in lessons. This means that pupils sometimes continue to make the same errors in later lessons. Leaders should ensure that teachers identify and address these errors to ensure that pupils develop their writing expertise.

• The school's curriculum lacks precise detail about how pupils should develop their spiritual, moral, social and cultural understanding. This means that opportunities to focus on these areas are sometimes missed. Leaders should strengthen the curriculum organisation so that pupils have carefully ordered opportunities to develop their SMSC understanding still further.

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