Lea Neeld’s Endowed Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this welcoming school.

They have positive relationships with staff and each other. Pupils appreciate how well cared for they are by kind and nurturing staff. This helps pupils to feel safe in school.

The school's motto, 'let everyone shine,' is brought to life daily. Pupils feel valued and accepted. They are supported to achieve their personal best.

Pupils are taught the importance of kindness and respect and demonstrate these values every day.

The school has high expectations for pupils' achievement. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils are positive about school and their... learning. Typically, they achieve well across a broad range of subjects. Year 6 pupils are well prepared for their secondary education.

Most pupils conduct themselves well in lessons and at playtimes. They enjoy the praise and rewards that they receive for behaving well and following the school's rules.

Pupils are proud of the positive contribution that they make to school life.

They speak enthusiastically about the many responsibilities that they enjoy. These responsibilities include taking on roles such as 'buddies' for children in reception and worship monitors. Pupils value the opportunities that they have to raise funds for local and national charities.

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

The school has worked effectively to secure improvements to the quality of the curriculum since the last inspection. These developments to the curriculum have ensured that staff in key stages 1 and 2 have greater clarity about the important learning that they need to focus on with their class. This is similar in the early years, where the curriculum, in many areas of learning, outlines the essential knowledge that children should learn in readiness for key stage 1.

Staff have benefited from curriculum training in recent times. In the main, they choose appropriate resources, activities and questions to help pupils to learn. Most staff explain new concepts with clarity and use a range of strategies to check on pupils' understanding.

The school has recently established systems for checking and evaluating the delivery of the curriculum. However, in a small number of subjects, the school does not use these systems as effectively as it could. Consequently, the school sometimes does not identify, or address, the most important issues with how some curriculum content is delivered.

On occasions, the curriculum is not delivered as intended and pupils' learning is hindered.

Reading is at the heart of the school's curriculum. Pupils benefit from reading a wide range of interesting books that are well matched to the sounds that they already know.

Staff receive training so that they deliver the phonics programme effectively. Staff routinely check pupils' phonics knowledge and ensure that less confident readers receive the support that they need to catch up quickly. As a result, many pupils develop into confident and fluent readers in readiness for key stage 2.

There are effective processes to identify the additional needs of pupils with SEND. These pupils are well supported to follow the curriculum alongside their peers. In the main, staff make appropriate adaptions to their curriculum delivery to ensure that pupils with SEND achieve well.

The school maintains a strong focus on securing pupils' regular attendance. When absence rates increase, the school works closely with families to successfully bring about improvements.

Most pupils behave sensibly in and around school.

They are supported to play cooperatively and to be considerate towards others. In the main, staff respond quickly when pupils forget to be kind or need guidance, so that unwanted behaviour is addressed effectively. Nevertheless, some staff are not confident in supporting pupils who need help to follow classroom rules and routines.

This means that, on occasions, particularly in key stage 1, low-level disruption is not addressed consistently well. Learning is interrupted at times. This prevents some children and pupils from learning all that they should.

The school has thought carefully about pupils' wider development. Pupils know how to keep themselves safe, including when they are online. They learn about the differences between people, including different religions and faiths.

They are respectful towards others who may have different beliefs, cultures or backgrounds. They are well prepared to grow up in modern Britain.

Staff are happy and proud to work at this school.

The school is considerate of their workload and well-being. Governors support the school well. They have a range of skills that allow them to understand the school and support its development.

Governors are well informed about the school curriculum.

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 school is not effective at evaluating the delivery and impact of the curriculum.

This means that some weaknesses are not identified and acted on in a timely manner. In turn, this hinders pupils' achievement in these subjects. The school should ensure that it gathers and evaluates monitoring information effectively so that it can quickly address any shortcomings in subject curriculums.

• A small number of pupils struggle to regulate their behaviour in class. On occasions, they disrupt the learning of others. The school should ensure that staff are well equipped to support these pupils so that they, and other pupils, can learn all that they should.

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