Lees Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend this friendly and welcoming school. They wear their smart school uniforms with pride. Pupils confidently share any worries or concerns with their teachers.

They describe their teachers as friendly and kind. Pupils feel safe in school.

The trust and school are ambitious for all pupils.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. All staff are committed to helping pupils thrive.

The school sets high expectations for pupils' behaviour.

Pupils strive to live up to the school's values, which include caring, resilience and friendship. They greet visitors with smiles an...d are quick to hold doors open for adults. In lessons, pupils listen respectfully to their teachers and each other.

At breaktimes, pupils play happily together. Staff and pupils agree that the new behaviour policy is having a positive impact.

Older pupils take great pride in their leadership roles.

For example, the school council members work with leaders to take decisions about the school. Sports captains help staff organise playtime games and activities. Years 5 and 6 pupils are positive role models to children in the early years.

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

The school has organised a broad, balanced curriculum that pupils enjoy. Leaders at all levels have ensured that this curriculum is organised in logical steps, starting from the early years. In most subjects, the school has considered in detail the most important knowledge that pupils should learn.

For example, in geography, the curriculum sets out with precision the mapping skills that pupils should learn in each year group. In a small number of subjects, leaders have not set out in sufficient detail the knowledge pupils need to learn and remember.

Across the curriculum, teachers ensure that pupils revisit their previous learning regularly so that it is secure.

For example, in mathematics, pupils practise and learn important number facts, such as times tables. Through regular checks, teachers identify where pupils need more support to help them remember important knowledge.

The school has placed reading at the heart of the curriculum.

From Nursery, teachers share a wide range of high-quality, engaging books with their classes. Children start learning phonics from the beginning of Reception. If pupils struggle with their reading, staff are quick to provide carefully planned, expert support to help them catch up.

Staff match reading books closely to pupils' reading expertise. Pupils, including those with SEND, develop as fluent, confident readers. They value reading and read for pleasure.

The school provides a range of expertise and support to identify the needs of pupils with SEND quickly. Detailed learning plans help teachers ensure that they meet the needs of all pupils with SEND. Staff adapt learning materials effectively to help these pupils to learn the same curriculum as their peers.

Children in the early years develop a secure understanding of the school's routines. They move around the bright, well-resourced classrooms safely and calmly. They play and explore cooperatively.

Across the school, most pupils try their best and behave well in lessons. This means that everyone can get on with their learning. The school provides appropriate expert help for pupils who need additional support to behave well.

The school curriculum provides pupils with opportunities to develop personally as well as academically. For example, residential trips for older pupils help them develop their resilience and confidence. Pupils gain a secure understanding of the fundamental British values.

They learn to appreciate differences, such as gender and ethnicity. Pupils visit different places of worship, such as churches, temples and mosques. The school ensures that pupils know about safe and respectful relationships.

These opportunities help pupils to develop as well-rounded citizens who are prepared well for their next steps.

The school provides some extra-curricular clubs, including sport, sewing and choir. Trips and visits help to enhance learning.

The school's plans to extend this wider curriculum offer are not fully realised. This means that pupils do not have a breadth of opportunities to develop their skills and talents beyond the academic curriculum.

Staff have a positive view of the school.

They appreciate the opportunity to work collaboratively with each other and other professionals in the trust. The school ensures that staff have regular opportunities to develop professionally, such as external training and working with more experienced colleagues.

Most parents and carers share this positive view of the school.

They recognise improvements that leaders have made. However, some parents said that they have limited information about what their children are learning. They would appreciate more opportunities to be involved in school life.

Leaders, including trustees and governors, ensure that most pupils attend school regularly and on time. Where this is not the case, leaders take action to bring about improvement. Governors are regular visitors to the school.

This means that they know the school well. They provide a careful balance of challenge and support to leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, such as science, the school has not identified the knowledge that pupils need to know in enough detail. This means that teachers are sometimes unsure about precisely what they should teach and when. The school should further refine the curriculum in these subjects so that teachers understand what essential knowledge pupils should learn.

• The school has not fully developed the range of extra-curricular clubs and activities available to pupils. This means that pupils have limited opportunities to develop their talents and interests. The school should enhance the extra-curricular offer so that pupils are able to enjoy a wide range of experiences beyond the academic curriculum.

• There are limited opportunities for parents to engage with the school. This means that some parents have insufficient knowledge about their children's learning. Leaders should develop focused and purposeful opportunities to provide parents with the information they need to support their child's learning at home.

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