Langold Dyscarr Community School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, parents, carers and staff are proud of their school. They say that it has improved significantly over the last few years.

The school has high expectations of pupils' behaviour and achievement. Pupils live up to these. In lessons and around school, pupils typically behave well.

They understand the school's 10 'BEE values'. They understand 'The Langold Way'. They know why 'wonderful walking, super sitting and lovely listening' are important.

They do their best to model these behaviours. Pupils are motivated by the wide range of rewards and incentives on offer. 'BEE awards', integrity awards, reward points, trophies and spending time with Nala, the schoo...l dog, are all highly prized.

Pupils enjoy working with the local community. Their nationally recognised community allotment is a great source of pride. The allotment's produce is used and shared widely.

Older pupils are proud of the roles and responsibilities that they take on. The school leadership team and school council help leaders to make important decisions about the school. The 'respect ambassadors' are always on the lookout for those who demonstrate the school's values.

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

Reading is prioritised. Pupils are taught phonics from the beginning of the reception year. The school's phonics programme is well organised.

Sounds are taught in a logical order. The programme is taught consistently. The school regularly checks to make sure that it is working well.

Pupils know and remember the sounds that they have learned.

Over time, pupils develop a love of books. They read a wide range of genres.

The school's reading ambassadors keep the library well organised. They think carefully about the book recommendations that they make. Teachers read to pupils daily.

Pupils enjoy this. As one said, 'It takes you to different places.'

Across the majority of subjects, the school's curriculum is well planned and sequenced.

In most subjects, the school has identified the important information that pupils should learn and remember. Teachers systematically revisit this content. As a result, pupils remember what they have learned.

However, a small number of subjects have not yet been fully planned and sequenced. This means that, in these subjects, the school cannot be sure that content is being taught in the best order. The school is not clear how some subjects begin in the early years.

This means that leaders cannot be sure that children are fully prepared for what they will go on to learn in the next stage of their education.

Pupils with special educational needs and/or disabilities receive the help that they need. The school ensures that these pupils' needs are understood and catered for.

Pupils are set precise targets for improvement. These make clear the support that should be in place. As a result, staff consistently provide the right sort of help.

Children in the early years get off to a good start. Teachers quickly establish clear routines and expectations. Children respond well to these.

The early years curriculum is well planned and engaging. The activities on offer help children to learn the curriculum. Staff ensure that children learn both indoors and in the recently improved outdoor area.

However, they do not check closely enough on how children engage with activities outdoors. This means that they cannot be sure that children are accessing the full breadth of the curriculum.

Pupils benefit from a well-structured programme for personal, social and health education (PSHE).

This ensures that pupils learn about a range of cultures, beliefs and religions from around the world. Pupils are adamant that discrimination is not tolerated at their school.

The school manages pupils' behaviour well.

Those who need extra help to live up to the school's expectations receive well-tailored support. The school provides a wide range of support for pupils and their families. It keeps track of any poor behaviour.

Leaders check on trends and patterns over time. However, some older pupils say that homophobic language is occasionally used in a derogatory way. They say that staff do not always know when this happens.

As a result, this behaviour sometimes goes unchallenged.

Leaders have a clear and ambitious vision for the school. They are determined that the school will be the beating heart of the community that it serves.

They have built a cohesive and talented team of staff.

Local governors know the school well. They work effectively with the trust.

Together, they provide the school's senior leaders with an effective balance of challenge and support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum is not fully planned and sequenced.

This means that the school cannot be sure that content is being taught in the best or most logical order. The school should ensure that the curriculum, across all subjects, is fully planned and sequenced. ? Staff in the early years do not check closely enough on how children engage with activities outdoors.

This means that leaders cannot be sure that children are accessing the full breadth of the curriculum. The school should ensure that assessment arrangements take account of what children learn outdoors. ? Sometimes, leaders do not understand how their subject begins in the early years.

This means that they cannot be sure that children are fully prepared for what they will go on to learn in key stage 1 and beyond. The school should ensure that all leaders have a consistent understanding of the early years curriculum and pedagogy. ? Occasionally, pupils use derogatory, homophobic language.

Pupils say that leaders do not always know when this happens. As a result, some cases go unchallenged. The school should ensure that all instances of derogatory, homophobic behaviour are identified and addressed.