Lea and Garsdon Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Lea and Garsdon School is welcoming and inclusive.

Pupils are proud of their school. Each morning they receive a warm welcome and are eager to start their learning. Staff build strong relationships with pupils.

This makes pupils feel safe in school.

Pupils have an astute understanding of their own feelings and those of others. The school provides many ways for pupils to practise managing their emotions.

This helps create a calm atmosphere at the school. At playtimes, pupils play with a wide range of equipment that encourages expressive and creative play. The very youngest join in play with the older pupils.

Behaviour, both in class and at so...cial times, is excellent. Year 6 pupils look after children in Reception Year as part of a buddy programme. This helps the children settle into school life.

All pupils take part in the school's enrichment activities. Pupils are proud of the responsibilities they have, such as being part of the school council and water monitors. Parents are pleased with the progress their children are making at the school.

The school is a central part of the community. For example, all pupils regularly visit the local church. Pupils gain much from their community links.

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

The school has reviewed the design of the curriculum. It is ambitious and well structured. The curriculum breaks down the important knowledge for pupils to learn.

This ensures that pupils build their understanding in a logical way. Pupils' learning builds logically from Reception Year to Year 6. Pupils revisit previous content, which helps them to remember knowledge effectively.

Teachers have the expertise to teach the curriculum well. A detailed curriculum supports teachers in knowing what to teach and how to develop pupils' learning over time. There are clear strategies for assessing what pupils know and remember in every subject.

Occasionally, the curriculum is not demanding enough for some pupils. They do not move on to learn more complex knowledge when they are ready to do so. This means that some children do not achieve to the extent that they could.

Early reading has been a priority. The school has ensured that all staff have the training they need to deliver the phonics curriculum well. They use rigorous assessment to identify anyone falling behind.

Pupils catch up because they receive additional phonics teaching matched to their needs. As a result, they learn to read confidently. Pupils read books that match the sounds they know.

They talk enthusiastically about their favourite authors and the types of books they like best. Teachers read carefully selected books to pupils daily. This develops a love of reading.

Children make a strong start to their education in the early years. They behave well and are keen to learn. Adults know them well.

Children talk with enthusiasm about their recent learning in history. They explain how boats were made from wood in the past. Children work well together and listen carefully to the adults they work with.

The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND learn the same curriculum as their peers. Where needed, pupils receive appropriate additional support that helps them to keep up with their peers.

For example, some pupils are helped by learning specific vocabulary before it is taught the next week.

Pupils work hard in lessons, have impeccable manners and collaborate well with one another. They understand that some of their peers have individual needs.

Pupils who need additional help to behave as the school expects are well supported by skilled staff in a sensitive and consistent way. For example, pupils make effective use of resources such as regulation spaces and solution wheels to independently manage their emotions and resolve situations. The school has successfully raised pupils' attendance and reduced persistent absence.

The school's curriculum and assembly programme ensures impressive personal development for pupils. Pupils don't merely tolerate; they celebrate how everyone is unique. They embrace learning about different faiths, cultures and characteristics.

Pastoral support is another strength. Pupils benefit from effective teaching about how to manage their emotional and mental health. The school offers a wealth of experiences to all pupils.

Pupils work together to raise money for trips to ensure that everyone can attend. These educational visits enrich pupils' learning.

The school has exceptional relationships with parents, carers and the local community.

Governors make regular visits to the school. They know the school well and make a strong contribution to school improvement. Staff feel valued.

The school ensures that any changes do not negatively impact staff's workload. Everyone is proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not always sufficiently demanding. As a result, some pupils do not secure a depth of understanding. The school needs to ensure that the curriculum design provides opportunities for pupils to learn more complex concepts so that pupils deepen their knowledge and understanding.

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