Lazonby C of E Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at Lazonby Church of England Primary School.

They arrive at school every morning eager to learn. They are warmly welcomed into school by their teachers. Staff have forged positive relationships with pupils and their families.

Pupils can talk to staff about any worries that they may have. Leaders and staff deal with bullying quickly and effectively. This helps pupils to feel safe.

Leaders have high expectations of pupils' behaviour and learning. They are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Leaders' belief that all pupils should 'dream, believe, achieve' is palpable across th...e school.

Pupils rise to the expectations of leaders. They are enthused by their learning and try their best. Pupils achieve well.

Parents and pupils value the wider experiences that leaders plan for all pupils, including children in the early years. Pupils participate in an extensive and varied range of trips, visits, events and residential stays. These experiences broaden pupils' education and personal development.

They help them to become confident, independent and resilient. Pupils appreciate these opportunities to develop new interests and talents.

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

Leaders have designed a curriculum that is broad and ambitious.

It helps all pupils, including those with SEND, to build knowledge in small and well-ordered steps. Some of the curriculums are new, and have been recently introduced. Leaders have not provided subject leaders with sufficient training.

This means that, in some subjects, subject leaders do not have the expertise to lead their subject effectively from the early years to Year 6.

Pupils with SEND learn the same curriculum as their classmates. Leaders are quick to identify any additional needs that pupils, including children in the early years, may have.

Leaders ensure that staff have the information that they need to support these pupils well.

In most curriculums, teachers have a secure knowledge of that subject. They teach the curriculum well and choose activities to successfully deepen pupils' understanding.

Teachers check for and address any misconceptions effectively. However, in a few subjects, leaders have not provided support for teachers to ensure that they have the knowledge that they need to deliver the curriculum well.

Leaders have prioritised reading, from the early years to Year 6.

Pupils read widely and often. Leaders have successfully introduced a new phonics curriculum, from the beginning of the Reception Year. Pupils learn sounds in a logical order.

They read books that contain the sounds and words that they already know. This helps them to become confident and fluent readers. Pupils who need help to keep up with the phonics curriculum are given effective support to do so.

Pupils, including children in the early years, behave well. They are polite, welcoming and considerate of each other and adults. Routines are successfully established in the early years, and children follow these well.

Pupils care for each other and make sure that everyone is included. Pupils of all ages play nicely together and enjoy the time that they spend with each other. In most lessons, pupils are engaged in their learning and concentrate well.

Pupils are excited and curious to learn new things. Lessons are rarely interrupted by poor behaviour.

Pupils are prepared well to be citizens in modern Britain.

Some pupils are leaders in school and ensure that pupils have a voice. For example, some pupils wrote a speech about why they should be a member of the school council, and pupils voted to elect them. Other pupils are sports leaders and members of the ethos team.

These opportunities help pupils to understand the fundamental British value of democracy and help to prepare them to be responsible citizens.

Parents and pupils value the place that the school has in the community. Leaders ensure that pupils are involved with local people and events.

For example, pupils have been involved in the development of a walkway between the village and the river. They held an opening event with members of the community and served refreshments to those in attendance. This helps pupils to develop a sense of purpose and community spirit.

The school is well led and managed. The trust has provided a significant amount of help to governors, leaders and staff since the previous inspection. This has helped them to provide a good-quality education for all pupils.

Governors know the school well and have the information that they need to hold leaders to account effectively. Staff appreciate the steps that leaders have taken to prioritise their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide training to ensure that staff know what their safeguarding responsibilities are and know how to identify pupils who may be at risk of harm. Staff know pupils well and are alert to signs that may indicate that pupils are suffering from abuse or neglect. Staff know how to report and record any concerns that they may have.

Leaders act on these in a timely manner. They follow up referrals and work with other agencies to secure help for vulnerable pupils.

Pupils are taught how to keep themselves safe, including when they are online.

They learn about how to behave appropriately online. They also learn about what to do if they see something online that concerns them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum has been recently introduced.

Leaders have not provided sufficient training for subject leaders in these subjects. As a result, some leaders do not have the knowledge and expertise to lead their subject as effectively as they could, from the early years to Year 6. Leaders should ensure that all subject leaders are given further support to lead their subject well across the school.

• In a small number of subjects, leaders have not ensured that staff have the knowledge to deliver the curriculum as effectively as they should. This hinders some pupils from building their knowledge well over time. Leaders should ensure that staff receive further training and support to deliver the curriculum consistently well.