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Lanlivery Primary Academy has taken effective action to maintain the standards identified at the previous inspection.
The headteacher of this school is Lauren Howell.
This school is part of Bridge Multi Academy Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Adrian Massey, and overseen by a board of trustees, chaired by Maria Ashurst.
What is it like to attend this school?
The school have high expectations for pupils' achievement.
They also place developing the whole child at the centre of the curriculum. Pupils are enthusiastic about their learning. They want to su...cceed, and many achieve well.
Parents and carers are very supportive of the school. They use words such as 'idyllic' to describe the atmosphere their children experience.
Pupils enjoy coming to school.
They describe the 'family feel' which gives them a sense of security. Pupils like the reward of a lucky ticket for demonstrating the school's values. They know it is important to be kind to others.
Older pupils are role models to younger ones in the school. For example, they help them to collect their meal and tidy away in the lunch room.
The school has an active pupil council.
They raise money for charity through organising events such as bake sales. Older pupils benefit from a residential trip to London. This develops their independence and widens their cultural experience.
The school also takes advantage of enrichment opportunities closer to home. For example, with visits to Plymouth Argyle and the National Marine Aquarium. Pupils, including children in the early years foundation stage, enjoy exploring the school's extensive outside forest space.
What does the school do well and what does it need to do better?
The school are committed to providing pupils with a high standard of education. They continually seek to make improvements, considering staff, pupil and parent feedback. Pupils learn a well-considered and ambitious curriculum.
Pupils with special educational needs and/or disabilities (SEND) are supported to follow the same curriculum. Staff are skilled in providing resources and adaptations to enable pupils with SEND to be successful in their learning.
Pupils learn to read accurately and fluently through the school's chosen phonics programme.
Pupils read books matched to the sounds they know. Parents are encouraged to support with reading aloud and recapping taught sounds at home. When pupils struggle with their reading, staff provide additional support to help them catch up quickly.
Reading for pleasure is celebrated across the school. The library has been re-designed so pupils can sit and enjoy books together. A range of diverse and interesting texts are available for pupils to choose.
Children in the early years foundation stage enjoy many stories together, often voting for which ones they would like to share. Staff introduce texts about different themes to the children during role play. For example, learning about different types of bridges while playing in the construction area.
This also develops the children's ability to use more ambitious vocabulary in their talk.
Pupils make connections between what they are learning across the curriculum. For example, they learn how to use water colours effectively in art.
They then use this knowledge to paint famous European landmarks to support their understanding in geography. Children in the early years foundation stage explore the themes of kings and queens. This links to what they will learn about Queen Victoria and the concept of monarchy in Year 1.
In some instances, however, teaching does not check carefully enough that pupils have understood this learning. Therefore, the learning that follows is not always adapted to fill any gaps in knowledge quickly.
Staff receive training that supports them in developing their subject knowledge.
The trust ensures teachers link with colleagues across its schools to enhance this further. This gives them confidence to deliver the different subjects of the curriculum. However, at times, the instructions that staff give in lessons are not clear enough.
This can lead to some pupils getting confused and they struggle to complete their work.
Pupils learn how to keep themselves safe, including when online. They understand fundamental British values such as democracy.
They link this to worldwide events such as the recent presidential elections in America. Pupils explore different types of families and ideas such as gender stereotyping. They learn about beliefs and cultures different to their own.
Pupils participate in a range of extra-curricular activities. The annual school performance is an important and well-supported event for the whole community.
Behaviour around the school is calm and respectful.
Pupils speak fondly of the staff that support them. Routines are well established, including for the youngest children who learn how to line up sensibly and take turns.
Leaders and governors are considerate of staff well-being.
The school and trust make changes to reduce workload for staff where possible. Lanlivery Academy is a happy place to work.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On some occasions, teaching does not present subject matter clearly enough when recapping prior knowledge or introducing new learning. This leads to some pupils losing focus and not completing work to the best of their ability. The trust should ensure that all staff deliver clear instructions and model their expectations consistently so pupils can build their knowledge effectively.
• Teachers checking of pupils' understanding of the curriculum is sometimes not precise enough. As a result, some pupils develop misconceptions or are unable to follow the curriculum successfully. The trust should ensure that there is a consistent and effective approach to checking what pupils know and remember over time.
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 good 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 May 2019.
