Lauriston School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning at this school. It is welcoming, supportive and safe.

Children in the early years work and play alongside one another other, they take turns and they share. Pupils' personal and social skills develop through the school as leaders encourage pupils to demonstrate kindness and willingness to help others.

All staff are ambitious for pupils.

They want pupils to gain the academic knowledge and skills they need to succeed at the next stage of education and beyond.

Leaders help pupils to build resilience. They encourage pupils' creativity.

This is evident through pupils' artwork on display and the possibilities for all pupils t...o take part in performances. Pupils speak with confidence and are proud of their achievements and responsibilities. For example, the junior mental health team and the Pride Youth Network raise money to purchase additional books for the school's book collection.

One parent typically commented: 'We feel very lucky for our child to be part of such a happy, creative and positive learning environment.'

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

The curriculum, including in the early years, is well planned and sequenced. It sets out what pupils will learn and the key skills that they will develop over time.

Teachers deliver the curriculum with confidence and in line with the intended order of sequence. They utilise expertise within the staff team to develop their subject knowledge. Teachers recap previous learning in lessons.

Leaders also check what pupils remember over time. In many subjects, such as mathematics and science, this is done well and teachers skilfully address any gaps and misconceptions that pupils may have. Sometimes, the checking of what pupils remember, know and can do is not as robust.

Leaders have taken swift action to improve pupils' confidence and fluency in reading. They ensure that staff are well trained to deliver the schools phonics program. Pupils who are falling behind are identified early and are supported to catch up and keep up.

They have many chances across the day to practise reading using books matched to their reading abilities. As a result of leaders' actions, pupils are successfully learning to read quickly and fluently.

Staff have high expectations and are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Teaching makes sure that pupils with SEND learn the same curriculum as their peers. Pupils with SEND are included in all aspects of school life and are provided the same wider opportunities.

The behaviour of pupils is mostly calm.

They move around school sensibly. Leaders have established clear behavioural expectations. Children are taught these when they begin in the early years, which prepares them for their next stage of learning.

Should low-level disruption arise, teachers typically respond quickly to address it so that it does not impact learning.

The school's personal, social and health education and wider curriculum prepare pupils well for life in modern Britain. Pupils are taught to be respectful and welcoming to everybody.

Pupils apply for a range of responsibility roles, including on the school council and as ambassadors. Members of the school council are democratically elected by their peers. They take their role very seriously.

They lead campaigns and present their work to the whole school. As a result, they contribute to important projects, such as reducing food waste and carbon footprints.

Leaders make sure that pupils have access to rich and engaging experiences, including learning outdoors, camping in Kent, and visiting the Science Museum to deepen pupils' learning about earth and space.

Pupils learn about different faiths and cultures throughout the curriculum.

Staff are positive about how leaders support and manage their workload and well-being. They are proud to work at the school.

The governing body knows the school well. They use a wide range of information to challenge and hold leaders to account. They have a secure understanding of the curriculum and their safeguarding responsibilities.

Safeguarding

The arrangements for safeguarding are effective.The culture of safeguarding is well embedded. Staff have a range of training relevant to the context of this school and they identify and report safeguarding concerns.

Staff have secure knowledge of their safeguarding responsibilities. Leaders work alongside a range of agencies to strengthen the school's work in keeping children safe. The school completes the necessary checks when recruiting new staff and the governing body fulfils its statutory duties.

Leaders and staff have strong working relationships with the school community. They provide workshops. These are designed to support parents and carers in keeping their children physically and emotionally healthy and safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, pupils' understanding and recall are not checked routinely or robustly. As a result, some teaching does not build on what pupils know and can do or identify where there may be gaps or misconceptions. The school should ensure that all teachers check that key subject content and skills have been learned equally well and as intended in all subjects.