Laira Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Laira Green model the school's values of 'be kind, be determined, be proud.'

They are enthusiastic about their learning. They work hard and treat others respectfully. Children in Reception Year concentrate on tasks for sustained periods of time.

They do not give up easily. They enjoy coming to school and most pupils attend regularly.

Leaders have established a culture where pupils feel they belong.

Pupils know and respect the boundaries the school have put into place. Staff consistently remind pupils of the positive learning behaviours they expect. Pupils are rewarded for demonstrating these.

However, a small minority of pupils fi...nd it difficult to meet these high expectations and can cause pockets of disruption. The school manage this effectively.

Pupils develop new talents and interests through the range of extra-curricular opportunities on offer.

Many pupils attend lego, sewing, choir or taekwondo clubs, for example. Pupils can apply for leadership roles at the school. When successfully appointed, they set to work to make a difference at school and in the local community.

For example, pupils on the school council raise money for good causes. Wildlife champions consider how to increase biodiversity in the school grounds.

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

Leaders have a strong moral purpose and are aspirational for pupils.

Although published outcomes at the end of key stage 2 are lower than is typical nationally, the school has taken swift and appropriate action. Current pupils now follow an ambitious curriculum. Staff support pupils with special educational needs and/or disabilities (SEND) to follow the full curriculum.

They find ways to capture their different achievements which are then shared with parents.

Subject leaders plan the curriculum to make it relevant and interesting. However, in some subjects, exactly what pupils need to know to be successful in their learning is not clearly defined.

Pupils then find it difficult to build their knowledge and understanding over time. Teaching checks what pupils can do and what they remember. In some subjects, such as mathematics, pupils' misconceptions are identified and remedied quickly.

Children in Reception Year enjoy stimulating, themed areas, such as the 'under the sea' zone and a play construction site. Staff use areas such as these to extend opportunities for creativity beyond the classroom.

Pupils benefit from reading and being read to regularly in school.

Children in Reception Year vote for their choice of books to enjoy as a class. They also have books which they re-visit across a term. Children learn these stories well and retell them in many ways.

The library space is welcoming and used often by pupils.Newly-appointed pupil librarians support staff in managing this space. They also provide their peers with book recommendations and share their enthusiasm for reading with others.

Staff receive appropriate training to teach the phonics curriculum. Pupils read books which are matched to the sounds they know. Where pupils struggle, staff quickly provide 'keep up' sessions so they do not fall behind their peers.

Pupils practise their reading, applying their phonic knowledge, frequently.

Through the curriculum, pupils learn what makes a healthy relationship. They are wise to the potential dangers of being online.

Pupils, in all year groups, understand what bullying means. They know to tell an adult if they hear inappropriate language or feel uncomfortable in a situation. Pupils are introduced to different beliefs and cultures.

They know and accept that family units can look different.

Staff are highly motivated. They value the opportunities the school provides to develop their subject knowledge and teaching expertise.

They are well supported to put this into practice. Recent professional development has supported staff to better support the needs of pupils in the classroom, for example. Leaders share plans with staff and seek their views.

Governors understand their responsibilities for the wellbeing of staff. They check on staff regularly and consider ways to help them to manage their workload further.

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 key knowledge that pupils need to learn is not broken down into sufficient detail. Therefore, pupils do not build a secure knowledge or deepen their understanding in these subjects. The school should ensure that the knowledge they want pupils to learn is planned precisely in all subjects.

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