Ladypool Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and deputy headteacher have been successful in their relentless drive to improve the school over the last two years. They have worked tirelessly to overcome previous weaknesses in the school's work so that all pupils receive a good education. Leaders, including governors, have ensured that teaching, learning and assessment are securely good.

Through effective training and support, teaching and pupils' progress have been strengthened since the last inspection. Teachers use questioning well to check pupils' understanding and any misconceptions are addressed quickly. Pupils make good progress in reading, writing and mathematics.
<...br/>Pupils enjoy their learning and develop the skills necessary for the next stage in their education. Leaders know the school well and focus on the right areas for improvement. However, they are not yet sharp enough in evaluating the achievement of actions and planning the next steps precisely with measurable targets so that impact of their actions can be checked.

Disadvantaged pupils and those who have special educational needs and/or disabilities are closing the attainment gap and are often making the same good progress as others, due to the quality of provision they receive. Pupils across the school, nearly all of whom speak English as an additional language, are well supported in their language development. Children in early years get off to a good start and make good progress.

The provision focuses well on speaking and listening and developing their vocabulary. Due to effective strategies, attendance has improved to a point where it is much closer to the national average. Leaders are skilled at analysis of information.

However, even further analysis of groups, especially in attendance and patterns of behaviour, would provide a firm basis for developing strategies for even greater improvement. The school's work to support new arrivals, vulnerable pupils and their families is a real strength. The school is particularly instrumental in promoting aspirations and ensuring that the pupils have a wide range of learning experiences through a broad and balanced curriculum.

Staff promote pupils' well-being and welfare very effectively. Leaders are rigorous in taking steps to ensure that pupils are safe and constantly evaluate procedures. Middle leaders play a key role in leading developments across the curriculum but they are not yet sufficiently involved in developing the quality of teaching in their subject.

Information about this school

The school does not meet requirements on the publication of information about key stage 2 results for 2016 about how parents can find out more about the curriculum, the accessibility plan, details of the responsibilities of the governing body and its committees on its website. The proportion of pupils supported by pupil premium funding is above the national average. The majority of pupils are from minority ethnic backgrounds.

Almost half of the pupils are of Pakistani heritage. The proportion of pupils believed to speak English as an additional language is more than four times the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average.

The early years comprises a Nursery class for two- and three-year-olds who attend part time and two Reception classes. The school runs a breakfast club and after-school clubs for pupils. The school meets the government's floor standard (the minimum expectations for pupils' attainment and progress).